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Record W2270184447 · doi:10.1353/cch.2015.0035

Colonial Genocide in Indigenous North America ed. by Andrew Woolford, Jeff Benvenuto, Alexander Laban Hinton (review)

2015· article· en· W2270184447 on OpenAlexaboutno aff
James Daschuk

Bibliographic record

VenueJournal of Colonialism and Colonial History · 2015
Typearticle
Languageen
FieldSocial Sciences
TopicVietnamese History and Culture Studies
Canadian institutionsnot available
Fundersnot available
KeywordsGenocideColonialismIndigenousContext (archaeology)PoliticsHistoryEconomic JusticeSupreme courtLawTribunalSociologyPolitical scienceArchaeology

Abstract

fetched live from OpenAlex

Reviewed by: Colonial Genocide in Indigenous North America ed. by Andrew Woolford, Jeff Benvenuto, Alexander Laban Hinton James Daschuk Colonial Genocide in Indigenous North America Edited by Andrew Woolford, Jeff Benvenuto and Alexander Laban Hinton with a Foreword by Theodore Fontaine. Durham, N.C.: Duke University Press, 2014. It is a sign of the times that in the months this thought-provoking book has been on my desk writing this review has become easier. Easier, because the term “cultural genocide,” or at least a qualified version of it, entered mainstream Canadian political discourse. In May 2015, the chief justice of the Supreme Court of Canada made headlines when she used “cultural genocide” to describe the effects of the Indian Residential School system. Days later, in its final report, the Truth and Reconciliation Commission (TRC) described the legacy of the residential school system in Canada as “cultural genocide.” In the wake of the TRC Report, the media spent weeks debating the appropriateness of categorizing part of Canada’s past as having been akin to genocide. Some, like former Liberal Prime Minister Paul Martin, speaking of cultural genocide in the context of the residential school system, challenged would-be critics with the assertion “let’s call a spade a spade, that is what it was.” During its hearings, the TRC heard testimony from hundreds of those affected by the residential school system; the survivors’ graphic, often horrific, testimony was reported widely. As a nation, we are now reconsidering our collective view that Canada has always been a fundamentally fair and decent country; the facts of Canada’s terrible relationship with its indigenous population are not in dispute. But, was it genocide? That is the fundamental question explored and contested in this challenging and timely anthology regarding the question of colonial genocide in a North American context. Not so long ago, many mainstream historians would have dismissed colleagues who introduced genocide as a legitimate line of critical inquiry as radical lefties or kooks. This collection of measured, well-researched papers puts such notions to rest. In a sense, this volume deepens our understanding of the role genocide may or may not have played in our past by bringing the concept out into the light of reasoned historical discourse. For those who know only the broad strokes of the process of Indigenous subjugation in North America and remain unsure if the term genocide truly applies, this book offers some much needed context. To their credit, the editors have chosen a wide range of approaches that posit more than a singular or simplistic conclusion to the central questions around genocide and its applicability to North American history. The book’s contributors present us with a wide range of opinions on the issue. On one hand, Indigenous psychologist Joseph P. Gone cautions against “the casual overgeneralization of the term… beyond distorting the historical record and perhaps diminishing the ethical enormity of group-based mass murder [that] threatens to undermine the possibility for Native and non-Native reconciliation” (284–85). Using physical extermination as his baseline for the term, Gone asserts “cultural genocide is not genocide” and likens the former to murder without death (284), arguing that, “understatement will serve indigenous interests more effectively that hyperbole” (287). Contributions by Benjamin Madley and Gray H. Whaley discuss the violence associated with America’s expansion into the California and Oregon territories in the mid-nineteenth century and describe in horrific detail the extermination campaigns against the region’s Indigenous nations, and in doing so make a compelling argument for invoking genocide as a legitimate historical construct and interpretative framework that clearly meets the standard set by Professor Gone (95–148). Madley’s recounting of the so-called Modoc “wars” where mass slaughter was the goal (95–96) and the legislative appropriations of hundreds of thousands of dollars for settler directed Indian-hunting operations was the reality. Madley relays how an Indigenous population of some 2,000 on the Oregon-California frontier was reduced to barely 250 between 1850 and 1870. No biological accident, Madley makes the case the settler campaign’s aim was physical extermination (96–100, 111). Likewise, Whaley’s use of archival sources to describe the formation...

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.440
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.017
GPT teacher head0.268
Teacher spread0.251 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2015
Admission routes1
Has abstractyes

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