Bibliographic record
Abstract
Tansi N'tootemak, Ke nunaskamitin ni m'untoom ka kuskytayan ooma masinahikan e masinaman. (Cree to English: Greetings my friends, I thank Creator that I am able to write this thesis.) The purpose of this study was to describe the experiences and the meanings attached to the experiences of the Aboriginal Teachers' Circle (ATC) members who worked within mainstream education systems. Conducted in Winnipeg, Manitoba, Canada, the study focused on Atchanookewina (the stories), experiences and events, of the ATC members' practices as educators and the meanings of those experiences. Data gathering occurred (during 1994–1998) through the following ways: I documented pre-study emerging themes and issues in the lives of ATC members; Participants completed a biographic questionnaire (including a personal/career inventory of their activities); I conducted taped sharing circles and one-on-one interviews of participant experiences. Finally, I drew from selected literature in the field (highlighting Aboriginal scholars' works) and various ATC recorded documents to make meaning of the themes and issues. The participants of this study produced a rich array of data that reflected their backgrounds, perceptions and knowings, which were sorted into main themes then analyzed. These themes included: a biographic profile of their backgrounds; uneasy relations due to differences; career paths; cultural/heritage identities and developing Aboriginal perspectives into their professions; and finally asserting Aboriginal education through core Aboriginal knowings and processes. Through my writing up of the thesis (1998–2001) and ‘storying’ and analysis of their words, the participants in this research highlighted the importance of several ‘truths’ about the complex situation of being Aboriginal and an educator working in mainstream education: Understanding and grounding Aboriginal education in decolonizing processes and core values of Aboriginal knowings and processes. The understanding and navigating of the various tensions were evident in their stories. They indicated the importance of challenging oppressive assimilative forces while developing positive identification and connections with Aboriginal heritage. Finally their understanding of the depth and complexity of an Aboriginal educator's work and the value of children in the educational process was evident. Ah ho, Ki nunaskamitinawaw N'totemak. (I thank you, my friends.)
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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 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.037 | 0.027 |
| Scholarly communication | 0.013 | 0.010 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.003 | 0.007 |
| 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".