Wiijiindowin: An Autobiographical Narrative Inquiry into Learnings and Un-learnings of Journeying in a Teaching Lodge
Bibliographic record
Abstract
This autobiographical narrative inquiry draws on my lived, told, retold, and relived stories as a non-Indigenous human, woman, and teacher coming to understand resonances, tensions, and bumping places across my intersecting knowledge landscapes in relation to the Alberta Teaching Quality Standard #5, “A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students“ (Alberta Education, 2019, p. 6). My research puzzle sought to understand ethical relationality as I interacted and learned with/in Indigenous pedagogies, epistemologies, and ontologies. I inquired into how my experiences of learning in a decolonized space and alongside Anishinaabe Elder Stan Peltier and co-researchers in a Teaching Lodge were shaping my becoming within intersecting knowledge landscapes. The experiences of the Teaching Lodge helped me to attend to what it meant to live relationally and in good ways alongside Indigenous peoples, children, and teachers on various intersecting knowledge landscapes in Alberta. Guided by the three-dimensional narrative inquiry space of temporality, sociality, and place, and viewing inter-relationality and holism with/in my experiences, I puzzled over ethically relational ways to teach and re-search Indigenous foundational knowledge. The methods of data collection are my re-memberings (Absolon, 2020), for my inquiry process consisted of inquiring into my stories of my experiences and my meaning-making created over the 2½-year project, which included: autobiographical narratives, family stories, memory reconstructions, journals, photos, and word images. I drew on makings and artistic renderings created with/in and in relation to my learning within the Teaching Lodge. The imagined possibilities of the inquiry were shaped to contribute to the growing field of research in Indigenous ethical relationality in education as well as autobiographical narrative inquiry as a research methodology.
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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 | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.017 | 0.023 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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".