An Intervention in Educational Inquiry: Re-membering, Honoring and Practicing a River’s Ways of Knowing and Being
Bibliographic record
Abstract
Answering this special issue’s call to reckon, repair and reworld, and following an ethical imperative to re-think social and educational structures, I turn to the wisdom of rivers. In the current settler colonial climate of near inertia that we live in, there is an urgent need to reckon with ways of being and knowing that go beyond the mainstream taken-for-granted habits of conventional educational research. Thinking with Indigenous perspectives, I problematize the Eurocentric worldview I was raised in and consider, in my capacity as a non-Indigenous educator and inquirer, some principles rivers can teach about educational inquiry. A series of photographs of the Chehalis River and personal vignettes allow me to trace and articulate a feminist and decolonial approach to my own inquiry. I consider how reciprocity, language and movement – three teachings gifted by the river – invite me to be, think, and act as an educator and an inquirer engaged in reconciliation. As many rich and diverse Indigenous perspectives have always reminded us, we have a responsibility to listen to and care for all our relatives, human and more-than-human. This is one important way we can work to transform our collective thinking, actions and future in 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 | 0.001 |
| 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 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".