Kanenhstóhare : the educative implications of estrangement, homecoming, and Indigeneity
Bibliographic record
Abstract
The reader is invited to join a journey towards kanenhstóhare (ga nunhs doe ha ray). This dissertation traces the process of making Haudenosaunee lyed corn soup, to propose that a curriculum of renewal can be conceptualized through Haudenosaunee thought. The journey is guided by the pursuit of the research question, What value can kanenhstóhare bring to a curriculum of renewal? As a contribution to the Canadian conversation of curriculum studies, this dissertation seeks to consider the complexity of Haudenosaunee thought as an invitation to renew the learner through the journey of lyed corn, as it experiences estrangement (leaving the familiar behind) and homecoming (the iterative remaking of home). The field of curriculum theory has existing calls for the renewal, disruption, and interruption of the learner’s consciousness; yet it fails to account for the risk it poses to learners in such an estrangement from self, and the need to reintroduce oneself following these transformative moments. Kanenhstóhare, drawing upon a Haudenosaunee consciousness, calls for learners to lean into such discomfort, darkness, and grief, as a journey into the unknown. Rooted in a foundation for Haudenosaunee thought, I introduce the overarching threads of Kayanerenhkó:wa (The Great Law of Peace) (ka’nikonhrì:io, ka’sathsténhsera, and skennen) as three methodological moments (autobiography, educational theory, and traditional teachings). Following the journey of corn, we move towards sowing the seeds and braiding the corn to dry, where I theorize how coloniality poisons our collective minds and limits the possibilities of a curriculum of renewal. Lyed corn is a result of vigorous and corrosive boil to transform and renew the corn. Therefore, renewal in a theory of kanenhstóhare, is sought by leaning into a boil for estrangement and is rinsed and reintroduced back into the world through a homecoming. The dissertation concludes with positing the serving of the soup, to offer a conversation for a curriculum of renewal and the future of Haudenosaunee thought in education.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.033 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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".