Re-Envisioning Land-Based Pedagogies as Transformative Third Space: A Case Study of the University of Winnipeg
Bibliographic record
Abstract
The research project is based in an examination of experiences at the University of Winnipeg in facilitating land-based pedagogical (LBP) courses in First Nations communities in Manitoba, with the goals of strengthening students' connection with the land and with Indigenous ways of knowing. The overarching aim of the research is to create empirical support for transformative third space through building bridges among the pedagogical approaches of landbased learning, two-eyed seeing and trans formative learning. Transformative third space (Bhabha, 1994) is utilized to conceptualize the process of weaving together Indigenous knowledges (IK) and Western knowledges (WK) to encourage intercultural dialogue and perceptual shifts in students' understanding ofIndigenous knowledges. This was approached through three main objectives: a) To gain more insight into the potential ofLBP courses for weaving together IK and WK in transformative third space; b) to explore the main challenges that can arise in this process; and c) to generate recommendations for best practices in facilitating LBP courses, as well as strategies for addressing challenges that can arise in this process. Specifically, the geographic regions of North East and Southern Manitoba are considered. The study employed a transformative research paradigm within a critical theory framework to address the marginalization of Indigenous perspectives within academia, and to promote wider engagement with LBP curriculum as a potential force of decolonization. Data collection methods included an extensive literature review, an analysis of fifty-five Student Evaluations of Teaching (SETs), and twenty semi-structured interviews conducted with: a) Two Indigenous knowledge holders and three Indigenous knowledge carriers who have participated in a LBP course; b) seven post-secondary instructors who have facilitated a LBP course; c) six students who have attended a LBP course; and d) two administrators who have been or are currently involved in experiential learning at the University of Winnipeg. The research findings suggest that learning on the land and from IK holders can encourage an increased appreciation for the coherence of Indigenous knowledges (IK), an enhanced sense of environmental stewardship, and critical reflection on one's role as an ally in a reconciliatory relationship with First Nations communities. However, integrating these components as foundational to curriculum can be challenging at the post-secondary level. To address these challenges, participants presented recommendations ranging from relational, administrative and logistical actions to institution-wide collaboration and mentorship.
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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 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.020 | 0.008 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".