Reconciliatory Pedagogy: Teacher Perspectives and Practices
Bibliographic record
Abstract
The release of the Canadian Truth and Reconciliation Report in 2015 has prompted research and pedagogy that focuses on Indigenous education, updated teaching standards, and re-designed curriculum; however, experiences of teachers who have been called to act in the service of reconciliation have received minimal research attention. This study found that although the majority of educators believe in the necessity of this work, few are taking steps towards reconciliation through their work as educators. This study utilized an explanatory mixed method approach to gather survey and interview data into the reconciliatory practices, challenges, and successes experienced by grades 4-9 teachers. Overall, findings of this research suggest that educators who are committed to reconciliation, self-reflection, and collaboration are more likely to incorporate aspects of reconciliatory pedagogy into their teaching. This study informs teacher practice, pre-service teacher training, professional development, and ultimately aims to move the dialogue about reconciliation forward within Canadian education.
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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 | 0.017 | 0.037 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.020 | 0.012 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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".