Beyond Educational Genocide: The challenge of addressing legacies of genocide against Indigenous Peoples in education
Bibliographic record
Abstract
In settler colonial states, education systems have historically perpetuated genocide against Indigenous Peoples, yet the connection between genocide and education remains underexamined in modern contexts. This thesis addresses this gap by examining how education systems have historically perpetrated genocide through processes of epistemicide, linguicide and compulsion, and how these legacies continue to shape education laws and policies in the modern-day context. The study also investigates the effectiveness of international human rights law and transitional justice in addressing legacies of genocide in education. Grounded in an Indigenist research paradigm, this study utilises a comparative case study methodology, focusing on New South Wales, Australia, and Manitoba, Canada. It integrates critical discourse analysis of key laws and policies and qualitative interviews with professionals from both locations, applying insights from genocide studies, human rights, and transitional justice to critically examine how these legal and policy frameworks intersect and inform the ongoing legacies of genocide in education. By integrating insights from these three fields together with empirical data, this study sheds light on the subtle yet pervasive ways in which education systems continue to undermine Indigenous self-determination and cultural continuity, while also identifying pathways for meaningful redress and transformation. The research reveals that current legal frameworks inadequately address legacies of genocide in education since they largely maintain the colonial status quo, highlighting the need for a legal-normative reframing of education that centres Indigenous knowledges. By proposing a new framework for education, this research offers pathways for meaningful transformation and redress that move beyond state-centric frameworks to centre Indigenous knowledges, crucial for advancing Indigenous self-determination and cultural continuity. Ultimately, this thesis contributes to a deeper understanding of the intersections between genocide, human rights, and transitional justice, providing pathways for reform to ensure that education is liberatory for all.
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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 | 0.019 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.021 | 0.084 |
| Scholarly communication | 0.013 | 0.012 |
| Open science | 0.002 | 0.016 |
| Research integrity | 0.005 | 0.009 |
| Insufficient payload (model declined to judge) | 0.003 | 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".