Indigenous youth and international development: a decolonial analysis of Canada's International Aboriginal Youth Internship programme
Bibliographic record
Abstract
The international development sector has witnessed an increasing shift towards programming focused on feminist goals and Indigenous inclusion over the past decade. In this context, the government of Canada under Prime Minister Justin Trudeau’s leadership has branded itself a feminist and progressive leader in the sector. Canada launched its Feminist International Assistance Policy (FIAP), as well as pledged 100 million dollars to small and medium-sized civil society organisations over five years to renew the government’s relationship with Indigenous peoples at home and abroad. These commitments contextualise Canada’s International Aboriginal Youth Internship (IAYI) initiative, where eight organisations have been funded to offer Indigenous Canadian youth professional experience in the international development sector. Indigenous youth, as the programme’s objectives make clear, are expected to act as good ‘Canadian global citizens’ and, in so doing, gain labour market experience that prepares them for employment or education post-internship. This article is sceptical of the IAYI’s objectives, ones that seek to include Indigenous peoples into a historically colonial field without regard for Indigenous peoples’ well-being and knowledge before, during, and after the programme. Drawing on decolonial, Indigenous, and feminist theoretical frameworks, this article undertakes a disruptive discursive analysis of the IAYI. We illuminate how the programme engages in the instrumentalisation of Indigenous youth, superficially celebrating their potential as global citizens, but ultimately leveraging this inclusion to bolster Canada’s international image abroad. Nevertheless, through previous interns’ experiences with the programme, we aim to humbly suggest transformative possibilities for the IAYI.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.034 | 0.017 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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".