Reviewing educational conceptualisations of transnational settler ignorance
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
This paper investigates how majority societies’ common ignorance about Indigenous peoples and ongoing settler-colonial reality (“settler ignorance”) has been negotiated in the educational sciences literature. Understanding settler ignorance not as a simple “lack of knowledge” but a powerful issue undermining Indigenous rights and decolonial aspirations, this review sets out to gain new understanding of its dimensions in educational settings. The reviewed literature covers 51 peer-reviewed qualitative records from six settler-colonial contexts – Finland, Sweden, Norway, Canada, Australia, and Aotearoa/New Zealand. The emerging conceptualisations of the phenomenon of settler ignorance and ways of addressing it were explored through thematic synthesis. The findings suggest that settler ignorance has many faces: it is conceptualised as emotionally and ideologically contested knowledge-making, as wilful avoidance and resistance, and as a structural mechanism that transcends the question of individual cognition. Similarly, the proposed approaches to dismantling ignorance are diverse, emphasising the potential of educational content, building relationality, and critical reflection. Discussing the findings’ implications, the article suggests how harnessing both context-based and transnational understandings about settler ignorance and its many dimensions could benefit reconciliatory processes between settler and Indigenous populations and signpost one approach to decolonising education.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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) | 0.022 | 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