An Exploration of the Cultural Teachings Seen in Post-colonial Indigenous Literatures: Learning Across the Divide
Bibliographic record
Abstract
Canada’s ongoing colonial relationship with its Indigenous peoples reflects its overall views on multiculturalism and racial diversity. In her “Land as Pedagogy,” Indigenous scholar Leanne Simpson describes how Indigenous cultures use their traditional lands as a heuristic device to continue the education of their cultural customs and histories throughout generations. Conversely, in Intimacies of Four Continents, Lisa Lowe argues for the sharing of colonial experiences as a way of building intimate connections despite the barriers between ‘continents’ upheld by colonial frameworks. In this talk, I will argue that through close engagement with Indigenous literature and scholarship, Indigenous and racialized Canadians can learn how to share their experiences of living as minorities with one another. Indigenous teachings foster intimate connections across these racial differences and distinctions, acting as a “means to observe the historical division of world processes into those that develop modern liberal subjects and modern spheres of social life” (Lowe 17). Focusing specifically on Simpson’s narration of her experience sharing her Indigenous customs with her co-author, Robyn Maynard in Rehearsals for Living, this talk will present traditional Indigenous lands as a heuristic device for racialized Canadians, arguing that this land provides the space needed to form intimate connections to heal from the traumas of colonialism. Therefore, Indigenous customs teach racialized Canadians the importance of continuing the fight against colonial frameworks within Canada; to lose the battle is to lose the formative aspects of their racialized identities. The overall argument of this talk is that reaching across continents and converging based on our experiences living within colonial frameworks — of which the generational implications continue to live on in our bodies — helps colonized individuals to understand each other by partaking in intimate decolonial acts of education.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".