Turning to Greet the Unheard, Unseen, and Unknown in Western Thought: Autoethnographic Stories of Learning with the Blackfoot
Bibliographic record
Abstract
The Truth and Reconciliation Commission of Canada has calls to action for the inclusion of Indigenous knowledges and teaching practices in classrooms. Western educators have different degrees of willingness, understanding, and skill in teaching Indigenous concepts and their teaching practices can be superficial. Highlighting autoethnographic accounts of learning from Blackfoot Elders through Indigenous land-based pedagogy with current literature review data, I argue that Western educators must understand that the more-than-human entities are animate and have agency in teaching and healing people. Findings suggest that all students benefit from the wise teaching practices of inviting the more-than-human as co-teachers. Key words: Indigenous education, Indigenous land-based pedagogy, Blackfoot, more-than-human, autoethnography La Commission de vérité et de réconciliation du Canada a lancé des appels à l'action pour l'intégration des connaissances et des pratiques d'enseignement autochtones dans les salles de classe. Les éducateurs occidentaux n'ont pas tous la même volonté, la même compréhension et les mêmes compétences pour enseigner les concepts autochtones, et leurs pratiques d'enseignement peuvent être superficielles. En mettant en évidence les récits autoethnographiques de l'apprentissage auprès des aînés pieds-noirs par le biais d'une pédagogie autochtone basée sur la terre, ainsi que les données d’une analyse documentaire actuelle, je soutiens que les éducateurs occidentaux doivent comprendre que les entités plus qu'humaines sont animées et ont un pouvoir d'action dans l'enseignement et dans la guérison des personnes. Les résultats suggèrent que tous les élèves bénéficient des pratiques d'enseignement sages qui consistent à inviter les entités plus qu'humaines en tant que co-enseignants. Mots clés : éducation autochtone, pédagogie autochtone basée sur la terre, Pieds-Noirs, plus-que-humain, autoethnographie
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.022 | 0.050 |
| Scholarly communication | 0.009 | 0.008 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".