Native Ways of Knowing: Navigating Life as a Transracial Adoptee
Bibliographic record
Abstract
My dissertation titled Native ways of knowing: Navigating life as a transracial adoptee is anautoethnography of my experience in coming to understand my childhood and schooling\nexperiences as a Native adoptee who grew up in a white family in Alberta Canada. I highlight\nmy journey in coming to learn about my Native roots as well as unpacking experiences with\nvarious institutions, including primary, secondary and university schools’ systems, all of which\nrepresent ways of learning that exclude Native ways of knowing. I view this dissertation as a\nway of regaining what has been long denied centering on Native ways of knowing, and\nintegrating teachings from my biological family members, particularly my aunt uncle who\ninvited me to the Siksika Nation located in southern Alberta.\nI begin this thesis with an introduction to the reader as a participant in what is called a\ntalking circle. A talking circle is a healing space for members to connect with Creator and share\nchallenges and emotional wounds in a way that allows one to let go and replenish one’s soul and\nvoice. I welcome the reader into my virtual teepee, and begin with a traditional smudging\nceremony, all of which is visually illustrated through my artwork. As such, art is a throughline\nvi\nfor this dissertation; I can best clarify meaning through art, which is a shared skill among\nmembers of my biological family who engage in a variety of crafts–beadwork, tapestries,\npainting, and the like. I come from a long line of artists and as such, the artwork presented\nthroughout this thesis is a crucial component of my story.\nFollowing the practices of Native scholars like Kimmerer (2013) and Archibald (2008), I\ntell my journey about coming to understand my transracial identity through an approach that\nreflects values centered on the natural world that communicates with us if we have the ears to\nhear. The flow of my story work begins with establishing the talking circle (Grounding), then\nmoves to my understanding of scholarship about and by Native communities (Native Ways of\nKnowing and Being), and how who authors such work makes a big difference in how the Native\nlens of knowing and being is represented. Then, I tell the reader about my own story (My\nJourney) about how I came to know my native roots, and how no matter how long it takes, it is\nnever too late to cultivate connections to one’s roots. I end my talking circle with note of hope\nand care for all with experiences similar to mine (Onward), that while not all of us have, or will\nhave the same opportunities to connect with our Native roots, and we represent a broad range of\ncultural identities, often a mix of ethnicities that should be celebrated.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.006 |
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; both teacher heads agree on what is shown here.
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".