TLA’AMIN HOUSING ARCHITECTURE AND HOME TERRITORIES IN THE TWENTIETH CENTURY: INVISIBLE SPACES SHAPING HISTORICAL INDIGENOUS EDUCATION
Bibliographic record
Abstract
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.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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; a candidate call from one teacher head, not a consensus.
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".