Towards a Praxis of Listening & Learning: My Journey in Indigenous Education and Reflections for Moving Toward Settler Educator Practices of Reconciliation.
Bibliographic record
Abstract
Reconciliation calls settler-educators to confront coloniality; to take up action that reflects a responsibility to our moral consciousness; and to motivate societal praxis that respects Indigenous peoples’ cultures and knowledges. It is time educators take responsibility to answer this call. As a settler-educator working within contexts of Indigenous education I continue to undertake what Paulette Regan (2010) terms, a “journey of unsettling,” whereby I am growing to understand my privileged position in Canada’s colonial society. Through such, I have searched to understand my role and responsibilities in the contexts I’ve lived and worked, and what that means for myself and others in Canada’s education system moving forward. Using Tribal Critical Race Theory, anti-race theory, and decolonizing pedagogy as theory, my research (autoethnography) examines concepts of reconciliation, sovereignty and self-determination, culturally responsive schooling (CRS), and allyship while exploring what reconciliation means for non-Indigenous educators; why non-Indigenous educators should be concerned with reconciliation; and how Canadian educators can help to build an authentic vision of reconciliation? To do such, we must understand the context of reconciliation in Canada, and the issues which surround it. This paper aims to address such questions from my perspective, as a white settler-educator involved in contexts of Indigenous education.
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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 | 0.013 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.064 | 0.070 |
| Scholarly communication | 0.019 | 0.011 |
| Open science | 0.004 | 0.013 |
| Research integrity | 0.008 | 0.021 |
| 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".