‘Consent’ as epistemic recognition: Indigenous knowledges, Canadian impact assessment, and the colonial liberal democratic order
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
and the inclusion of Indigenous peoples and knowledges in impact assessment. We situate the logic within the politics of recognition in Canada-a politics that aims to shore up national unity in the face of regular challenges to it. We use the Canadian results from a recent scoping review on conceptions of environmental justice in impact assessment to highlight the challenges of invoking recognition, and we provide a theoretical analysis of these challenges. To do this, we highlight the ways in which 'we-making' is 'knowledge-making' and 'knowledge-making' is 'we-making'. In this sense, recognizing Indigenous knowledges is part of Canada's answer to the challenge of constructing and stabilizing a political 'we': a community of political subjects with shared connection to a nation state via the institutional, social, and cultural apparatuses that generate the kind of publicly visible legal and technical knowledge upon which the state's authority depends. We show how this project relies on actively obscuring the relationship between 'we-making' and 'knowledge-making' by treating 'knowledge-making' as neutral and un-situated, putting into practice a universalist logic. This logic shores up power because obscuring the situatedness of dominant knowledges also obscures the situatedness of the dominant political orders with which they are intertwined. We ultimately argue that Canada's approach to recognizing Indigenous knowledges helps consolidate power by sidestepping ongoing jurisdictional struggles with Indigenous peoples.
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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 | 0.003 | 0.010 |
| 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