Inuit cultural maintenance in contemporary Nunavik
Bibliographic record
Abstract
AbstractThe objective of this study was to determine how education can bestbe used to assist with Inuit cultural maintenance in contemporary Nunavik.This research examined that which defines Nunavik Inuit culture and canprovide a framework from which an education program could be structuredwith the intent of the preservation of Inuit culture, values and traditions. Inthe wake of contemporary society, any cultural maintenance efforts mustbe actuated through a concerted effort on the part of all parties involved,including Inuit youth, parents, Elders and the school.Modern Inuit also need a modern education. If contemporary Inuitcultural maintenance in Nunavik is to succeed, it must not interfere withthe need to acquire this modern education. Inuit cultural maintenancemust therefore be achieved in conjunction with, but separate from,contemporary education. How then do we teach contemporary Inuit youththe skills needed to survive and flourish in both worlds withoutcompromising the efficacy of either?In this ethnographic qualitative case study research methods included:Surveys and open-ended questionnaires, field notes, participantobservations, and photography. I found that Inuit culture needs to bepassed down from generation to generation, as was the traditional Inuiteducational model. Contemporary education systems are at odds with theway Inuit were traditionally educated. Inuit culture must be taught on theland, over the course of childhood and adolescence, under the tutelage ofInuit Elders.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".