The “gift” of Indigenous knowledge and critical, place-based curriculum development through ethical relationality
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
Formal education in Canada has historically been a tool of cultural assimilation and deep harm. Change in education is needed not only to address historical wrongs and the cultural erasure of Indigenous peoples but also to create meaningful learning spaces for youth faced with numerous kinds of colonially induced social and ecological sustainability crises, such as climate change and freshwater ecosystem insecurity. The integration of Indigenous knowledge has been one means of decolonizing education. This is not a tokenistic process; rather, if mainstream education has any chance of truly being decolonized, Indigenous knowledge must infuse our ways of being and doing, including from the very point of curriculum conception and development. Through a critical, place-based approach, this article highlights the opportunities and challenges of grounding curriculum development in Indigenous knowledge within the existing formal program of studies. Drawing on extensive Indigenous knowledge documented through a larger research project, we co-designed 12 modules focused on questions of social–ecological change in the Mackenzie River Watershed. Working in ethical relationality with Indigenous Elders, leaders, and youth, we grounded the educational modules in Indigenous knowledge, which speaks back to the formal program of studies. We conclude that this approach and process for translating knowledge from research into educational resources, while having some value, is limited in impact.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| 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 | 0.000 |
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