Decolonizing Indigenous Education: Beyond Culturalism: Toward Post-cultural Strategies
Bibliographic record
Abstract
As a response to the recent international calls to decolonize the education of Indigenous students and increase school success among them by including indigenous knowledge into school curricula, aspects of Aboriginall cultural knowledge/perspectives were integrated into the Social Studies curriculum in a Canadian inner city school in order to appraise the effect on academic achievement, class attendance and school retention among some Canadian Aboriginal students. Results suggest some optimism about increasing school success among these students by integrating Aboriginal perspectives. Five effective approaches to the integration of Indigenous perspectives into the school curriculum and some critical elements of instruction that appear to affect academic achievement, class attendance and school retention among some Canadian Aboriginal students are discussed.
 Les recents appels internationaux exigent la decolonisation de l'enseignement des eleves indigenes pour augmenter leur succes scolaire en incluant les connaissances indigenes dans les curricula des ecoles. Pour repondre aces appels, des aspects de la connaissance et des perspectives de la culture autochtone ont eM integres dans le curriculum des sciences humaines d'une ecole dans un vieux quartier pauvre du Canada afin d'evaluer les effets sur l'accomplissement academique, l'assiduite et le redoublement scolaires chez quelques eleves autochtones canadiens. Le resultat suggere un certain optimisme dans l'augmentation du succes scolaire chez ces eleves avec l'integration des perspectives autochtones. Cinq fac;ons efficaces pour integrer les perspectives indigenes au curriculum de l'ecale et quelques elements critiques de l'instruction qui semblent avoir affecte le succes academique, l'assiduite et le redaublement scolaires chez quelques eleves autochtanes canadiens sont examines ici.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".