Wyi wah mamaskacikiwey itota: The time is now to bridge the gap from what is to what could be!
Bibliographic record
Abstract
Abstract This journal article emanates from my original Dissertation-in-Practice (DiP) focusing on the integration of Indigenous culture and academics at Riverview High School, within the Prairie Lakes School District (both names are pseudonyms) in Manitoba, Canada. The article addresses the long-standing Problem of Practice (PoP) concerning the underachievement and lack of engagement among Indigenous students as evidenced by four-year graduation data released by the Manitoba government’s Ministry of Education and Early Childhood Learning. Utilizing a collaborative, community-based approach informed by Indigenous perspectives and change management principles, this article proposes a transformative framework. Key theoretical constructs, including “Two-Eyed Seeing” (Etuaptmumk), TribalCrit, and Deming’s PDSA cycles, are employed to analyze the PoP and guide the change process. The article explores my positionality as a Red River Métis educator, the importance of voice and equity, and the alignment with the Truth and Reconciliation Commission of Canada’s Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples. It details the problem posed, proposed solutions, communication strategies, and evaluation frameworks, culminating in a call for urgent and sustained action.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".