Indigenous Approaches to Adult Basic Education Research: Lessons from the Elders
Bibliographic record
Abstract
Adult basic education (ABE) programs provide secondary school courses that enable adult learners to complete high school, often as a next step to higher education and improved employment opportunities. In Canada, several ABE programs across the country offer culturally relevant curricula that emphasize the teaching and learning of Indigenous ways of knowing, including the values of language, family, Elders, and community. Elders are the cornerstones of education within Indigenous communities and schools: they are the knowledge keepers who connect the past to the future, carrying traditional teachings from the previous generations so that the cycle of knowledge sharing is sustained. The voices of Indigenous Elders and ABE students are seldom heard in academic literature. In a recent case study of an urban Indigenous college in western Canada, ABE students spoke about returning to school as adult learners, and noted how Elder support has enriched their experiences. Elders' traditional teachings informed the overall approach to this work in adult education research, by emphasizing how protocols are embedded within language and culture, and illustrating how Cree language terms provide structure and substance to a conceptual framework. In sharing their wisdom, the Elders gave foundation to the study and support to the researcher. More research is needed to examine the roles and contributions of Elders in adult and higher education, both within Canada and internationally.
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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 | 0.080 | 0.032 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.021 | 0.038 |
| Scholarly communication | 0.009 | 0.016 |
| Open science | 0.005 | 0.018 |
| Research integrity | 0.004 | 0.011 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".