Negotiating Life Within the City: Social Geographies and Lived Experiences of Urban Metis Peoples in Ottawa
Bibliographic record
Abstract
The majority of Indigenous peoples in Canada are now living in urban centres. Following the publication of the Final Report of the Royal Commission on Aboriginal Peoples in 1996, academics and policy makers were encouraged to further research the heterogeneous experiences and realities of urban Indigenous peoples living in Canadian cities. This thesis responds to this call and seeks to explore the social geographies and lived experiences of urban Metis peoples, a segment of the urban Indigenous population that has to date been largely left out of the literature. This work relates specifically to Metis living in Ottawa, representing the first study of its kind in eastern Canada. Although Ottawa is not a traditional Metis community and is located outside of the traditional Metis Homeland, the city does represent an important Metis meeting place and space where various understandings of Metis identity from across the country come into contact with one another. The ways in which urban Metis identities are formed and maintained, the movement and strategies Metis peoples utilize to create a sense of place and home, and the ways in which individuals and the community at large come into contact with power at the municipal level are explored at length. Utilizing Henri Lefevbre and Iris Marion Young’s concepts of right to the city and unassimilated otherness, this thesis argues that urban Metis peoples in Ottawa merit greater recognition primarily through the creation of a permanent fixture, such as a Metis house, within the city’s urban landscape.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 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".