“Study us to Life”: Reflections from an Indigenous Community-Engaged Research Workshop & the Future of University-Community Research Relationships
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
Following an Indigenous community-engaged research workshop, we reflect on the efforts of graduate students to conduct, change, and create partnerships with Indigenous communities. We speak to the ways Indigenous voices must be represented in the future of university-community partnerships and how building longstanding relationships is key to rigorous research practice. Research involving Indigenous communities requires a rigorous process to ensure Indigenous voices are centered. However, prioritizing processes that ensure that Indigenous life is seen, heard, and portrayed properly is challenging for graduate students within current academic training environments. There is a critical need to address the multifaceted challenges that impact the trajectory of Indigenous research particularly in relation to the historic trauma of unethical research, and the work required by academics to (re)concile this today. We address these challenges by discussing community-engaged research approaches in university-community research partnerships, and the benefits of longstanding relationships between PIs and community partners.
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 | 0.118 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.152 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.032 |
| 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