(De)Colonized Science: Hopes, Complexities, Tensions, and Frustrations in Seeking to Indigenize Undergraduate Science Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article is an exploration of our efforts to develop an Indigenous Science Course at Mount Royal University (MRU) located in Mohkinstsis within the Ancestral Lands of the Blackfoot Confederacy the Territory of the Treaty 7 signatories Kainai, Piikani, Siksika, Tsuut’ina, Bearspaw, Chiniki, and Wesley Nations and the Metis Nation Region III. The authors are an Indigenous environmental scientist and recent MRU graduate (Nikita), a settler assistant professor (Collette), and an Indigenous assistant professor (Joshua). We engage here as an enactment of research as ceremony (Wilson, 2008). We draw on Metissage storywork to spark meaning making of our experiences in seeking to contribute to the Indigenization of our University (Archibald, 2008). We believe that the stories we share have the potential to open up interpretive possibilities for those interested in Scholarship of Teaching and Learning as Reconciliation (Hill, 2022) and decolonization and Indigenization of post secondary education more broadly (Battiste, 2013). Through storytelling we endeavor to push for change in sharing the hopes, complexities, tensions, and frustrations we encountered.
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.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it