Importance of "Love" in Authentic Decolonization Work and SoTL Practice
Bibliographic record
Abstract
The definition of “decolonization” is contextual and relational, and it holds multiple meanings (de Oliveira Andreotti et al., 2015; Battiste, 2013; Smith, 2012), but it is seldom associated with the term “love.” This article explores how creating “ethical spaces” (Ermine, 2007) for engagement with Indigenous partners and community organizations has helped Bachelor of Child Studies (BCST) students at Mount Royal University (MRU) to understand the deeper meaning of decolonization and its connection to love in the context of academic and professional practices. During the 2021/22 academic year, four students collaborated with their professor and a community partner, Wee Wild Ones (WWO), a nature-inspired school, on decolonizing the organization’s early childhood education curriculum. The teachings of Elders and knowledge holders at MRU and within the wider community challenged the students’ understanding of decolonization and shifted their focus from an efficiency driven, goal-directed project approach towards building authentic relationships rooted in love, respect, and inclusivity. This article explores the meaning and role of love in the context of student-community partnerships, decolonization work, and scholarship of teaching and learning (SoTL) practice.
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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 | 0.011 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.071 |
| Scholarly communication | 0.011 | 0.009 |
| Open science | 0.001 | 0.020 |
| Research integrity | 0.003 | 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".