Puzzles rather than answers: co-constructing a pedagogy of experiential, place-based and critical learning in Indigenous education
Bibliographic record
Abstract
This research examines the current educational challenges facing First Nation students of northern Canada, through the exploration of two experiential and place-based educational programs. These programs of study are presently being applied in the public school system (primary and secondary) of the Yukon Territory and in two Cree and Dene Nation reserve schools in northern Alberta. The collaborative research draws on observations and participantsâ descriptions and insights to address three principal questions: How do students, educators and community members interpret the field of experiential and place-based education? In what ways can educators and community members share values and practices to create more purposeful classroom praxis? and, How can current educational systems redefine its practices to address Indigenous needs, as well as improve student engagement and success? The primary objective of this action research is to discover which elements of experiential and place-based education lead to greater engagement of Indigenous students and improved educational outcomes. The results of comparative case studies indicated many similarities among the factors leading to greater engagement of Indigenous students in the two programs. Through a recursive process of data analysis, specific themes emerged that were deemed crucial to both experiential initiatives. I explore those themes through the participantsâ voices. They are: the importance of Partnerships within the community; the application of alternative forms of Evaluation; the use of Field Studies to deliver curriculum and engage students; an incorporation of Indigenous Culture and Knowledge in many aspects of the educational context; and the issues of Sustainability that include alternative structures and scheduling of the experiential programs. Finally, specific suggestions are made for building on current experiential and place-based educational research and practice.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".