Indigenous Approaches to Knowledge Translation
Bibliographic record
Abstract
Indigenous knowledge is at the heart of identity, culture, and wellbeing for Indigenous Peoples, and knowledge transmission is fundamental to sustaining a sense of belonging, connection to community, and upholding Indigenous Peoples inherent rights and sovereignties. However, colonial and Eurocentric ideologies have long disrupted this knowledge transmission, impeding self-determination and aiming to assimilate and control Indigenous Peoples, cultures, and identities. The inaugural Indigenous Wellbeing Gathering Conference hosted by the Urban Indigenous Wellbeing Collective on the traditional territory of the Syilx Okanagan Nation, sought to create a responsive and inclusive space for the sharing and revitalization of Indigenous knowledge systems. Grounded in reciprocity and relationality, the conference centred Indigenous-led pathways of wellbeing, with the aim of bringing together academic and Indigenous community-led wellbeing research and practices. This paper describes the journey of organizing the conference, offering insights into Indigenous approaches to knowledge translation within health research contexts. Emerging from the experience of organizing the gathering, we share an Indigenous Wellbeing Research Knowledge Translation Framework, which emphasizes iterative, community-engaged processes, valuing Indigenous knowledge systems alongside research and wellbeing practitioner knowledges. This framework aims to advance health equity, Indigenous human rights, and self-determination by centering Indigenous knowledge systems and practices. The conference's success highlights the importance of culturally relevant, community-led initiatives in promoting Indigenous wellbeing.
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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 | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.008 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 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".