“Do Not Dig Further Back”: The 500-Year Assimilation Project in Mexico
Bibliographic record
Abstract
The main purpose of this article is to affirm that music educators have agency to foster collaborations with local culture bearers, particularly in contexts where a strong influence of music with Indigenous roots exists.This can be done in Mexico, despite the lack of Indigenous perspectives in the nation's national curriculum.Music educators have the freedom at the local level to decentre the idea that knowledge connected to Indigenous cultures is less valuable than forms of knowledge associated with a Western-European paradigm.In order to demonstrate the importance of embracing Indigenous perspectives via music in Mexico's educational system, I provide narratives of Huasteco Culture Bearers (HCBs).The HCBs interviewed reflect on their personal journeys as they have personally experienced the undermining of their ways of knowing and being by people working in the educational system; at the same time, the HCBs share their interest in seeking meaningful collaborations with music educators in order that students can learn and engage with their own local cultures via music making in schools going forward.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.014 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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; 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".