Toward <i>Inummarik</i> (well-balanced humans): an investigation of the role of land-based learning programs in public education
Bibliographic record
Abstract
As a reaction to imposed education systems, traditional land-based education can be viewed as a source of resistance against a capitalist settler state, and most importantly, for the maintenance of Indigenous autonomy and sovereignty. However, formal k-12 learning environments are dominated by values systems and orientations to environmental education that potentially undermine Indigenous land-based education values and approaches. Within Canada, though there is a growing body of literature outlining the advantages of land-based learning for academic success and student well-being in public schools, funding models and policy restrictions have been slower to change and can impede implementation. With this article we hope to add to the growing body of evidence, supporting land-based learning as a legitimate pedagogy in public education. We approach this through a cross-case analysis of the results of two separate research projects and identifying the parallel themes, which emerged: youth resilience, Inuit autonomy, and authenticity in learning. Although our results focus on the development of individuals, within our conclusion we extend the argument toward systemic changes needed in Canadian public education not only as an act of decolonization but in supporting the development of Innumarik.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".