“[T]he teacher that cannot understand their language should not be allowed”: Colonialism, Resistance, and Female Mi’kmaw Teachers in New Brunswick Day Schools, 1900–1923
Bibliographic record
Abstract
Between 1903 and 1923, sisters Mary, Rebecca, Martha, Margaret, and Alma Isaacs and Rita Gédéon, left their homes in Restigouche, Quebec, to teach in federal Indian day schools on New Brunswick Indian Reserves. As Mi’kmaw women, their “Indian” status not only made them anomalies in a federal day school system that only rarely and reluctantly hired “Indians” as teachers, it also placed them in complicated positions on the frontline of Canada’s colonialist project. Tasked with imparting to Mi’kmaw students an array of assimilatory messages both within and outside of the classroom, these six teachers bolstered Canada’s colonialist agenda. In other ways, however, the women used their positions in federal schools to undermine this same colonial agenda. By insisting on the use of the Mi’kmaw language in their classrooms, and by challenging the directives of federal officials and government protocol, the Isaacs sisters and Rita Gédéon remind us of the complex and competing motives, intentions and relationships that shaped Canadian colonialism and reveal that Aboriginal women were involved in ways rarely considered.
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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".