Reclaiming Indigenous Voice and Knowledge in the Era of (Re) colonization
Bibliographic record
Abstract
This paper analyzes how various of contested sites of the internationally recognized state encapsulated in the ethos of the West perpetuate colonial legacy, marginalize indigenous wisdom, and disregard ecological awareness and actions that go against the well-being of humans and the planet itself. These contested sites have been occurring due to ongoing imperialist-colonialist practices and policies imposed on indigenous peoples in the name of progress, development, and homogenization. This paper highlights the urgency and agency of restoring indigenous ecological consciousnesses and alternative ways of knowing so that they can re-emerge in our private and public lives to rebuild nations, peoples, and communities. The knowledge and acknowledgment of these issues drawing from a rural indigenous context in Bangladesh will help generate a broader understanding to formulate appropriate education policies, pedagogy, and practices that address, educate, and enlighten the world about the colonialist-capitalist agenda of exploitation and eradication of the indigenous way of life. More specifically, this paper reflects on the possibilities of an ecologically, economically, and culturally sustainable world, and it recommends ideas and concepts for sustainable education policies and practices for various stakeholders to transform damaging attitudes towards indigenous culture as well as the ecology of our planet.
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 | 0.002 | 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 | 0.004 | 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 | 0.000 |
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".