James H. Cox and Daniel Heath Justice (eds),<i>The Oxford Handbook of Indigenous American Literature</i>.
Why this work is in the frame
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Bibliographic record
Abstract
UNTIL the 1960s, scholarship on indigenous American literature was relatively uncommon. That decade’s American Indian Literary Renaissance changed that, resulting in a scholarly field that by the 1990s was flourishing, with much of the analysis therein focusing on Indian identity. In the Introduction to The Oxford Handbook of Indigenous American Literature , editors James H. Cox and Daniel Heath Justice argue that the field has shifted in the last twenty years from a predominant focus on ‘identity, authenticity, hybridity, and cross-cultural mediation’ (1) to two current approaches: tribally or culturally specific criticism and American Indian literary nationalism. Their text thoroughly explores these two approaches, while at the same time providing an unprecedented breadth, seen in its notions of geography, time period, and genre. Geographically, the editors have used an inclusive definition of indigenous America, with essays covering literatures from the United States, Canada, Mexico, Samoa, Guam, and the Caribbean. Written texts from the seventeenth century to the twenty-first are represented, as well as oral traditions from the ancient to the contemporary. All four literary genres are discussed, as well as film, visual art, storytelling, and various transgeneric approaches. Some of the essayists included take a bibliographic approach to the texts, recognizing how important the cataloguing of previously untheorized and underappreciated texts is to the field; some do fairly traditional close readings of texts that have not yet received scholarly attention; some reexamine familiar figures, resisting or enriching the ways in which Western scholarship has read those figures; finally, some embark on complex critical journeys, opening up entirely new ways of reading indigenous literature, well-informed by canonical approaches to literary theory, yet forging unique approaches.
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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 | 0.001 | 0.003 |
| 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