Foregrounding and embodying Indigenous research methods and epistemologies in occupational science: Critical reflections from a Mi’kmaw researcher
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
The persistence, strengths, and endless advocacy and activism from Indigenous Peoples and communities globally is shifting the research landscape. To actively challenge extractive and harmful research that has traditionally been done on Indigenous Peoples, by non-Indigenous Peoples, guidelines and calls for research that is done by, with, and for Indigenous Peoples have emerged. Within occupational science and therapy, there is a need for deeper engagement with the growing interdisciplinary literature marking out directions for research transformation. This manuscript shares the critical reflections of a Mi’kmaw researcher and occupational therapist who engaged in an Indigenous community-driven project with Indigenous occupational therapists. This project utilized individual storytelling sessions and a sharing circle gathering and culminated in initiating the formulation of an Indigenous Collective. In addition to describing the methodology, methods, and sharing how these align with Indigenous epistemologies, critical reflections on enacting this project within the context of completing a doctoral dissertation in a Canadian university provide insights into the centrality of foregrounding relationality, collaboration and Indigenous methodologies, and point to tensions in enacting these. By valuing and drawing from multiple perspectives (Etuaptmumk/Two Eyed Seeing), occupational scientists can meaningfully move to enact change and support the rights and sovereignty of Indigenous Peoples.
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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 | 0.038 | 0.031 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| 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