Bibliographic record
Abstract
Socially marginalized young people disproportionately experience the delegitimization of child and youth grief due to many compounding factors, such as the inaccessibility of support services, intensified familial stresses due to structural inequalities, and exclusionary social discourses. Indigenous children and youth in Canada (and in other “settler-states”) are commonly confronted not only with many of these challenges, but also with pervasive discourses which deny, rationalize, or otherwise attempt to justify the ongoing colonial violence and dispossession that they experience. This chapter explores these dynamics of loss and disavowal by focusing upon their manifestations within the broad social arena of education. Employing a decolonial lens, historical and contemporary cases are examined to illuminate the manufactured nature of the losses that Indigenous children and youth incur, as well the discourses which mask this reality. Undertaking this form of decolonial analysis has the potential to enrich scholarly and practitioner understandings of how social and political contexts give rise to dehumanized and ambiguous loss and result in the disenfranchisement and dispossession of grief.
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.
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 | 0.000 | 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 | 0.000 | 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) | 0.006 | 0.005 |
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".