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Record W2589806052

TLA’AMIN HOUSING ARCHITECTURE AND HOME TERRITORIES IN THE TWENTIETH CENTURY: INVISIBLE SPACES SHAPING HISTORICAL INDIGENOUS EDUCATION

2017· dissertation· en· W2589806052 on OpenAlexaboutno aff
Omeasoo Wāhpāsiw

Bibliographic record

VenueUniversity Library - University of Saskatchewan (University of Saskatchewan) · 2017
Typedissertation
Languageen
FieldArts and Humanities
TopicArchitecture, Design, and Social History
Canadian institutionsnot available
Fundersnot available
KeywordsIndigenousArchitectureGeographyHistoryArchaeologyEcology
DOInot available

Abstract

fetched live from OpenAlex

A revolution took place in Sliammon, BC, between the late 1800s and 1970s.As with colonialism elsewhere in Canada, this included changes in Indigenous religion, health, governance, and every other mechanism of life, including architecture.By the 1970s, the Tla'amin, who were once longhouse people, came to live in two-level former military base houses from Ladner, BC.Using oral history holdings at the former Sliammon Treaty Office and personal interviews, the impact that changes in housing architecture had on individual, family, community life and relationships to environmental territories, is reviewed.Tla'amin housing is first seen as a site for displaying personal power and territory, both physically and metaphorically in stories.Through decades of housing architecture changes, including a transition to single-family dwellings and then to segregated spaces, including bedrooms, consequent shifts in power and authority impeded the ability to pass on cultural knowledge through intergenerational sharing, which once happened in open spaces within the longhouse or one-room shack.Additionally, residential school attendance disrupted family relationships and transformed how Tla'amin young people carried out coming of age ceremonies.Throughout these challenges, Tla'amin people used strategies to maintain cultural continuity and Indigenous knowledge, including emphasizing accessible ceremonies, enforcing intergenerational relationships, ensuring strong connections to their territories and natural environments both through travel and symbolism, and encouraging youth to maintain knowledge that could be found in the environments and within themselves.This dissertation examines the Tla'amin relationship to created and naturalspaces, developing a deeper understanding of human-architecture and human-land relationships.Additionally, it demonstrates historical approaches to Indigenous education.The Tla'amin have their own residential school stories, and this dissertation reveals some of them, and the impact these particular experiences had on the community.Oral history is extensively used.

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 machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.001
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.627
Threshold uncertainty score0.742

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0080.015
Scholarly communication0.0050.002
Open science0.0010.003
Research integrity0.0010.001
Insufficient payload (model declined to judge)0.0030.000

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 head0.013
GPT teacher head0.180
Teacher spread0.167 · 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 source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
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
Published2017
Admission routes1
Has abstractyes

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