Re-creation through recreation: Exploring contemporary perspectives of Indigenous leisure
Bibliographic record
Abstract
Indigenous populations within Canada have suffered generations of systemic oppression as a result of colonization and assimilation. Forced attendance at residential schools, dispossession of lands, loss of political self-determination, eradication of cultural practices, language and ceremonial practices have had destructive impacts on Indigenous peoples. During most of the twenty-first century, Indigenous people in Canada have been fighting for recognition of their human rights, specifically their right to self-determination and land. While there remain compelling political and socio-economic inequities, during the last decade Indigenous people in Canada have experienced some political advancement of their agenda, and through reconciliation are also experiencing a measure of cultural revitalization, including language and other cultural practices. The following study employs Indigenous methodologies and a qualitative approach to explore the snuw’uy’ulh (sacred teachings) of Hul’qumi’num speakers to investigate the role leisure plays in the development of cultural identity, specifically of the Snuneymuxw mustimuxw (The people of Snuneymuxw). Archeological and oral histories position the Hul’qumi’num mustimuxw (people) as the inhabitants of South Eastern Vancouver Island, the Gulf Islands, and the Lower Fraser River for more than 5,000 years. Ten semi-structured interviews with Snuneymuxw Elders, cultural leaders and knowledge holders were used to solicit stories and teachings that were analyzed, shaped by a framework integrating the seven teachings of snuw’uy’ulh (Morales [Su-taxwiye], 2014), and concepts relating to identity and leisure. Using a case study of Snuneymuxw First Nation, this research supports our understanding of how leisure activities can contribute to the development of cultural identity for Indigenous communities in Canada and enhances theoretical conceptualizations of leisure as a variable in the production of Indigenous identity.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot 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.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.034 | 0.034 |
| Scholarly communication | 0.012 | 0.004 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".