Totem Poles, Teepees, and Token Traditions: 'Playing Indian' at Ontario Summer Camps, 1920-1955
Why this work is in the frame
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Bibliographic record
Abstract
In a broad sense, summer camp was hailed as a recreation of 'the Indian way of life,' a place where (mainly) white children learned 'to live like Indians' during the summer months. This article explores this curious cultural phenomenon and concludes that the camp's Indian programming had little to do with honouring or even understanding Aboriginal peoples and more to do with seeking a balm for the non-Native experience of modernity. Drawing on recent scholarship on antimodernism, 'playing Indian,' and child-rearing, it suggests that a racialized form of antimodernism expressed itself at camp, as did modern infatuation with questions of childhood, identity, and race. Dans un sens large, le camp d'été était acclamé comme un retour au mode de vie des Indiens, un lieu où des enfants blancs (pour la plupart) apprenaient à vivre comme des Indiens pendant les mois d'été. Cet article explore ce curieux phénomène culturel et conclut que la thématique indienne des camps d'été n'avait pas grand chose à voir avec la commémoration ni même la compréhension des peuples autochtones, mais qu'il s'agissait plutôt de la recherche d'un remède à l'expérience vécue par les non-autochtones à l'égard de la modernité. À la lumière d'études récentes sur l'antimodernisme, la tendance à « jouer aux indiens » et l'éducation des enfants, cet article révèle qu'une forme d'antimodernisme axée sur la race s'est exprimée à travers les camps d'été, parallèlement à l'engouement moderne pour des questions comme l'enfance, l'identité et la race.
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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 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 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 it