Postcolonial bildungsroman: indigenous subjects and identity-formation
Bibliographic record
Abstract
\n\t\t\t\t\tIn the bildungsroman as it has conventionally been defined, individuals attain self-actualisation through a series of experiences whereby they accommodate their individuality to a social order.&nbsp; Protagonists negotiate their transition from childhood to young-adulthood by way of educative experiences, trials of various kinds, and a search for identity, which is generally formulated as a fixed or stable essence which they must discover or accept.&nbsp; In this paper I focus on two examples of bildungsroman by Indigenous Canadian and Australian authors: Jeannette Armstrong&rsquo;s Slash (1985),and Richard J. Frankland&rsquo;s Digger J. Jones (2007).&nbsp; Both novels feature male protagonists whose stories play out against the background of Indigenous activism in the 1960s.&nbsp; As they track the identity-formation of their protagonists, the two novels deconstruct simple or fixed ideas of national identity by pointing to the complex cross-cultural relationships which have characterised settler societies.&nbsp; At the same time,these novels dramatise the power of socialising practices which promote white superiority and position Indigenous peoples as supplicants or victims.&nbsp; Both novels draw on what Paul Havemann terms the &quot;new politics of identity and cultural recognition&quot; which characterise contemporary Indigenous activism, re-reading events and settings of the 1960s in the light of discourses of cultural recognition and self-determination.<br />\n\t\t\t\t
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".