Compartmentalizing Indigenous knowledge(s): binary framing and cognitive imperialism in social studies curriculum
Bibliographic record
Abstract
Abstract This qualitative analysis of the Social Studies curriculum for Grades 3 to 6 for the province of Ontario, Canada examines binary framing in curriculum as a mechanism of cognitive imperialism that compartmentalizes Indigenous knowledge(s). The following binaries are discussed: Positive/Negative; Conflict/Cooperation; and Us/Them in terms of the ways that they compartmentalize Indigenous knowledge(s) and reinforce cognitive imperialism . Themes for further research are noted including presumptions of neutrality that divorce power analysis from perspective-taking, the prioritizing of peaceful relations over redressing power imbalances and adding Indigenous-themed content to the curriculum is not enough. Recommendations for curriculum reform are indicated and decolonial justice education (DJE) is conceptualized for actionable steps towards answering the Calls to Action in the Truth and Reconciliation Commission of Canada (2015a, 2015b, 2015c).
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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 | 0.013 | 0.005 |
| 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; both teacher heads agree on what is shown here.
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".