Reflections on Reconciliation from Non-Indigenous Teachers in Northern Post-Secondary Learning
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
With a recognition that reconciliation within post-secondary education in Canada requires both decolonization—deconstructing structures and practices that privilege Eurocentric world views—and Indigenization—elevating Indigenous Knowledges and participation—this study explored how seven non-Indigenous post-secondary instructors in the Yukon are interpreting these concepts through their teaching practices. Applying a thematic analysis to semi-structured interviews revealed a number of pedagogies that flow first and foremost from the respondents’ understandings of personal identity and positionality. The pedagogies described in this study include a decolonized spirit of learning, physical learning environment, the ability to create and hold space, welcoming the whole student, and collaboration/relationality. By connecting to a review of Indigenous scholarship, these pedagogies (and missing pieces) were further examined, with a look toward perceived challenges in this work and potential sites of action.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.002 |
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