Settler colonialism in Canada and the Métis
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
Although the literature on settler colonialism intends to identify what is specific about the settler colonial experience, it can also homogenize diverse settler colonial narratives and contexts. In particular, in Canada, discussion of the ‘logic of elimination’ must contend with the discrete experiences of multiple Indigenous groups, including the Métis. This article examines relationships between Métis people and settler colonialism in Canada to distinguish how Métis histories contribute to a broader narrative of settler colonial genocide in Canada. Cast as ‘halfbreeds’ and considered rebels by the newly forming Canadian nation-state, Métis peoples were discouraged from ‘illegitimate breeding’. Moreover, their unique experiences of the residential school system and forced sterilization have heretofore been underexplored in historiographies of genocide and settler colonial elimination in Canada. These social, political and racial divisions in Canada are magnified through genocidal structures and they reach a critical juncture between colonialism and mixed ethnicities. At that juncture, groups like the Métis in Canada are within a metaphorical gap or, more accurately, a jurisdictional gap. Colonial treatment of the Métis demonstrates, in part, the broad reach of colonial control and how uneven it is, often to the detriment of the Métis and Indigenous groups in Canada.
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.
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 | 0.008 | 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 | 0.000 | 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