Belongingness of Newcomers Through Community Engagements: A Racialized Woman’s Experiences
Bibliographic record
Abstract
This presentation tells the story of a racialized settler woman’s transformative journey toward belongingness and mutual empowerment through community engagements in Saskatoon, Canada. I will discuss how Indigenous Land-based learning became healing and empowering for me as a newly arrived settler woman of colour. I will also focus on how collaborative community learning has supported taking responsibility for understanding the meaning of Land in solidarity with Indigenous and newcomer communities through involvement in community garden activities, community radio shows, and various anti-racist, cross-cultural cultural community activities. Using decolonial, feminist, and relational autoethnography as my research methodology, this presentation will discuss my twelve years of community engagements in Treaty 6 territory. This presentation will also address how I challenged everyday racism and colonial practices ingrained in the daily lives of newcomer Canadians through community engagements. My doctoral research emphasizes a key lesson from this life journey: the need to be responsible for understanding the Indigenous meaning of Land to create belongingness with the Land and its original peoples while resisting the assimilationist forces affecting Indigenous and newcomer communities through their unique histories, despite the orchestrated biases operating through colonialist structures. The author concludes with the hope that analyzing decolonial, collaborative learning stories and connections with the Land and cross-cultural community engagements may help other non-Indigenous communities build meaningful relationships with the Land and create belongingness.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.032 | 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".