Toward Mitho-pimatisowin: A Framework for FNMI Engagement Through Relationality
Bibliographic record
Abstract
Abstract\nIndigenous Peoples have experienced harm from colonial beliefs and practices, and one does not need to look beyond the current systems of public education to see evidence of this. This Organizational Improvement Plan (OIP) provides a challenge to the conservative, neoliberal, and Eurocentric orthodoxy that is pervasive in one northern Saskatchewan context, and advocates for a need and a framework to reorient our learning community so that First Nation, Métis and Inuit (FNMI) students and partners see relevance and feel engaged with our organization, thereby producing more positive educational outcomes. With 80% of students identifying as FNMI, and the surrounding community reflecting this demographic, culturally relevant concepts are necessary to guide organizational change. Relationality has been identified as essential for many FNMI peoples, so the local Cree concept of mitho-pimatisowin, meaning one’s necessity to acknowledge and respect all relations and to accept responsibility for them (Cardinal & Hildebrandt, 2020; Settee, 2011), is a key concept to direct and measure the existing organizational climate and change initiatives, and to prioritize the creation and maintenance of strong relationships between all partners who serve our students and the surrounding community. In support of mitho-pimatisowin, an emphasis on team and inclusive leadership will operate through a social constructivist lens so that all our partners can begin to construct meaningful alliances and understandings within a critical paradigm. An emphasis on enhancing our organizational relationships will ensure a culture of collective efficacy is developed, and this will re-center Indigenous worldviews and epistemologies so that they work in collaboration with Western approaches, thereby improving relations and FNMI student engagement.\nKeywords: Mitho-pimatisowin, Indigenous, psychological safety, education, social constructivism, inclusive leadership, team leadership
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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 | 0.013 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.012 | 0.051 |
| Scholarly communication | 0.016 | 0.017 |
| Open science | 0.003 | 0.013 |
| Research integrity | 0.005 | 0.007 |
| Insufficient payload (model declined to judge) | 0.006 | 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".