Witnessing transgenerational trauma in teacher education: decoloniality of time, rupture of developmentalism, and settler resistance
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
How can educators and students from settler backgrounds engage with and acknowledge the experiences and representation of transgenerational trauma among Indigenous peoples in educational environments, while remaining cognisant of the ethical and political implications? This challenge arises within the context of societal structures still influenced by colonial legacies, where systems of power are ingrained along lines of race, ethnicity, class, gender, disability, and sexuality. What would be some of the necessary conditions that educational environments would need to meet in order to ethically and politically respond to transgenerational traumatic encounters? This paper addresses these questions and suggests three conditions that educational environments would need to meet, when educators and students are invited to become witnesses of transgenerational trauma: decoloniality of time, rupture of developmentalism, and an ethic of non-innocence. Both these conditions and their pedagogical implications are discussed and analysed through the lens of a decolonial ethic.
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 | 0.001 | 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) | 0.000 | 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