How Did Colonialism Dispossess? Comments from an Edge of Empire
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The emphasis on culture in studies of colonialism tends to obscure other forms of colonial power while making it impossible to contextualize the cultural argument and assess its salience. Rather than focusing on texts, systems of signification, and procedures of knowledge generation, as the colonial discourse literature is wont to do, a fuller understanding of colonial powers is achieved by explaining colonialism's basic geographical dispossessions of the colonized. In so doing, the issue of power is not prejudged and the particular roles of different modes and theories of colonial power come into focus. I explore these propositions by considering the powers underlying the reserve (reservation) system in British Columbia, a system that, by allocating a tiny fraction of the land to native people and opening the rest for development, facilitated the geographical reorganization of the province. My conclusions are these: the initial ability to dispossess rested primarily on physical power and the supporting infrastructure of the state; the momentum to dispossess derived from the interest of capital in profit and of settlers in forging new livelihoods; the legitimation of and moral justification for dispossession lay in a cultural discourse that located civilization and savagery and identified the land uses associated with each; and the management of dispossession rested with a set of disciplinary technologies of which maps, numbers, law, and the geography of resettlement itself were the most important. Although no one body of theory explains colonial power, several theoretical perspectives yield crucial insights.
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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 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it