Creating positive learning communities for diasporic indigenous students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include understanding the effects of anti-Indigenous discrimination within Latinx communities and reflecting on the ways schooling may unintentionally reproduce colonial or damage-centred perspectives about Indigenous Peoples. The successful cultivation of positive learning communities also requires schools to learn from and cultivate partnerships with diasporic Indigenous families and surrounding communities to uplift social-emotional learning that honours Indigenous comunalidad. We hope the information presented in this article contributes to promoting equitable learning outcomes for all students by disrupting colonial stereotypes and misinformation about Indigeneity and uplifting contemporary Indigenous saberes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Science and technology studies | 0.005 | 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 it