Bibliographic record
Abstract
In response to the Truth and Reconciliation Commission’s Call to Action 64, many schools in Canada have upheld frameworks and conceptualizations of morality that are governed by moral understandings from an Indigenous perspective. These frameworks and conceptualizations of morality have also (for better or worse) become reduced to imperatives that are delineated and/or codified, perhaps for the purposes of consumption by non-Indigenous peoples. But despite the efforts and existent resources, there is a paucity of research that seeks to examine the nature and role of Indigenous morality and how it is situated in Canadian curricula. Therefore, in this chapter the authors first provide a systematic review of Indigenous belief systems and morality. They then use a particularly Canadian understanding of reconciliation in order to develop a dialogue on how Indigenous understandings of morality (which are often in tension with other widely held views, such as Christianity) may be resident in the educational opportunities of primary and secondary school students in Canada. With a focus on a variety of moral understandings that are explored in primary school curricula in Manitoba, a critical exploration of how morality is resident in school programming will be developed.
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.
How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.003 |
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; both teacher heads agree on what is shown here.
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".