Bibliographic record
Abstract
This work explores the importance of including, in the curriculum, Indigenous teachings regarding making, creating, healing and mystery. Found in the teachings of many Indigenous peoples, mystery, or (not) knowing, is vital to coming to know how to be human in a good way and so it must be centred and honoured in our walk through this world. Drawing on what I have learned from my many life teachers, I humbly offer the suggestion that mystery is vital in our route to the healing of ourselves and our world. In this work of Indigenous métissage, offering up my own experiences, I narrate how, through making and creating practices such as beading, drumming, weaving, poetry and life writing, I, and the youth with whom I teach and learn, have been invited into spaces of (not) knowing, where we have been made available to joy and healing. In this essay, I bring forward poems, stories from my teaching and making life, and images of my beading and painting, as an offering of one path of surrendering to mystery in the search for mino bimaadiziwin—living in a good way for the good of All My Relations.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.044 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".