Tarrying with being a problem: Teacher education, white possessiveness, and settler futurity
Bibliographic record
Abstract
Indigenization and reconciliation in Canadian higher education is widespread but involves diverse discourses and outcomes when it comes to addressing systemic racism and colonialism. This paper analyzes 16 in-depth interviews with white pre-service teachers in one teacher education program in Western Canada as they engage calls to incorporate Indigenous histories and perspectives into their future teaching. The paper first situates Indigenous-focused higher education efforts in Canada in the post-Truth and Reconciliation Commission (2015) conjuncture shaped by tensions between symbolic gestures and Indigenous demands for substantive material transformations. The study then analyzes how White settler teacher candidates (TCs) responses to truth, reconciliation, and indigenization at times reproduce and at others challenge the possessive logics of whiteness and investments in settler futurity. Centering tensions between anxiety and uncertainty and the desire for and certainty about a way forward, the study traces how indigenization efforts can disrupt whiteness and colonial institutional logics while also surfacing emotional investments that resecure non-Indigenous authority over the nature of political transformation in reconciliation era.
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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 | 0.000 |
| 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".