Dramatic Indigenization: An Investigation and Analysis of Indigenizing Saskatchewan Drama Curriculum
Bibliographic record
Abstract
A current barrier to Indigenizing the current Canadian school system is the lack of knowledge by educators of how to teach using Indigenous ways of knowing in a meaningful and authentic way. The research I have conducted proposes that an already existing curriculum can be Indigenized by taking the established learning outcomes and meeting them using Indigenous ways of knowing and learning. Using the Saskatchewan drama curricula this research first analyzes the currently used drama curriculum in Saskatchewan, and determines how and if it currently teaches with an Indigenous paradigm in mind. This research then develops the ATS (Action/Text/Subtext) framework that determines how to conceptualize drama using Indigenous ways of knowing across grades 10-12 so that the same curriculum outcomes as before are maintained, but are taught through Indigenous paradigm and using Indigenous ways of knowing. The hope of this research is to focus on creating a paradigm shift that moves from the colonial paradigm in which the current drama curriculum has been created, into a paradigm that utilizes Indigenous ways of knowing in order to Indigenize how curriculum is understood and taught within schools.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.007 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".