Bibliographic record
Abstract
The global movement of Indigenous peoples has attracted the attention of a number of scholars, notably lawyers, anthropologists, and cultural theorists (Muehlebach 2003; Anaya 1996; Battiste 2000; Churchill 2003; Dei, Hall, and Rosenberg 2000; Independent Commission 1987; Jull 1999; Kingsbury 1998; Minde 1996; Passy 1999; Pritchard 1998; Radcliffe and Laurie 2001; Feldman 2002; Smith 1999; Ward and Smith 2000; Wilmer 1993). With few exceptions such as Niezen (2000; 2003) and Radha Jappan (1992), this growing interest has not extended to the origins and development of this movement. There are obvious reasons for this: as in other areas of the discipline, historians have seen indigenous movements as matters of national history. However, the growth of “world history” (Hopkins 2002a; Bayly 2004: 432–50) offers a mode of analysis in which varied and related indigenous histories can be considered fruitfully. Moreover, the success of indigenous actors in creating new institutional spaces and a discourse of “indigenous rights” compels historical research into the emergence of the global movement, not least in understanding how very different and dispersed communities have begun to self-identify with the category of indigenous peoples . This is especially so as the movement works toward the declaration of positive international law that can recognize and protect the diversity of first peoples under precisely that banner.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.006 |
| 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
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".