Welcoming a Complicated Conversation: Teaching About Métis Identity While Upholding Learner Wellness - A Guide For Educators
Bibliographic record
Abstract
This thesis addresses how to handle teaching environments that involve Métis identity and status. I argue that discussions on Métis identities in Canada need to be conducted carefully and with attention to the mental health needs of learners in relation to their identity positions. The term Métis, and the rights that surround it, has been a subject of intense debate for many years now; legally in both settler colonial and Indigenous systems of law, academically, and in the public domain. This thesis examined the historical and contemporary definitions of Métis status in Canada, with an emphasis on Ontario, in order to illuminate how to approach teaching this content in a sensitive and generative way. This research is meant to act as a balanced, research-informed resource providing content and pedagogical guidance for educators in Canada who are teaching about Métis identity and status. The contribution of this research is in its attention to the mental health and emotional dimensions of such teaching and learning. This research focuses on providing concrete approaches to teaching this sensitive topic that attends to the mental health of people closely affected by the unclear definition of Métis. We should not overlook the emotional challenges that can result from this identity and status debate, including the focus on Western vs. Eastern Métis (also known as the Red River Colony Métis vs. not). Teachers cannot carefully teach about such a complex topic without resources, guidance, and access to a range of perspectives local to their communities. In summary, this research offers a review of policies, literature, and pedagogical materials to shape a historical, legal, and chronological picture as to how this term has changed over the years and how to carefully teach about it now.
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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 | 0.014 | 0.017 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.026 | 0.015 |
| Scholarly communication | 0.016 | 0.014 |
| Open science | 0.004 | 0.012 |
| Research integrity | 0.006 | 0.014 |
| Insufficient payload (model declined to judge) | 0.006 | 0.005 |
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".