"Listen with your three ears" : a pedagogy of the heart : Aboriginal stories as pedagogies of the heart
Bibliographic record
Abstract
In this era of Reconciliation in Canada, how can we ensure that our future generations continue to keep spaces open for Indigenous ways of knowing and worldviews, while disrupting and troubling the institutional norms that hide behind a guise of tolerance? How do we help write a new story for Canada based on shifting the way we relate to one another and how we educate our children, both Aboriginal and non-Aboriginal? How can we help educators and others to learn to listen with their three ears so they may hear the truths and wisdom embedded in Indigenous cultural realities? I propose that through story making, story telling and story listening, children maintain their learning spirit, a necessity if they are to acknowledge and affirm and maintain their identities, their cultures and their ways of knowing and worldviews. Stories transform our understanding of each other and act as a means to form and build relationships. Through an educational lens and voice, I intentionally interrupt the discourses of deficit propagated by historical and contemporary institutions, in order to explore ways narrative can pry open and dislodge the 500-year old myths lade on the backs of Aboriginal peoples. I suggest that by opening spaces of mutuality, respect, reverence, reciprocity and responsibility through intergenerational story making, story telling and story listening narratives, our Aboriginal learners will find parity and success with their non-Aboriginal peers in educational settings. In order to delve into intergenerational understandings of story, I sat with and listened to members of four B.C First Nations families. Within relaxed and respectful discussions about how story figures in their lives, some salient themes occurred related to residential schooling, living with and away from one’s cultural communities, which revealed consequences linked to identity, language and educational connections and successes. All of the stories and teachings I was privileged to witness have transformed me in heart and mind and continue to bring me closer to understanding the sensitivity and protocols required to exemplify resepctful “story work”(Archibald, 2008, p. 3).
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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 | 0.009 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.022 | 0.028 |
| Scholarly communication | 0.013 | 0.010 |
| Open science | 0.003 | 0.013 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".