Residential Schools and the emotional, mental, spiritual and physical traumas inflicted on Indigenous peoples
Bibliographic record
Abstract
This digital story focuses on highlighting the trauma that the Indigenous communities endured during their time in the residential school system and following it. Indigenous peoples put emphasis on the holistic approach when it comes to aspects such as healing, education, etc. In this story, the holistic approach was also utilized to bring to light the painful truths of Indigenous suffering, by focusing mainly on the mental, physical, spiritual, and emotional wounds Indigenous peoples faced and continue to face even today. Starting off with some background knowledge of how the schools were first implemented, the claims used to justify these horrible experiences are revealed. Following the emotional abuse they endured, stories from real victims of sexual abuse are brought to light. Sexual abuse was very common in residential schools; however, very few are shared due to feelings of shame and fear. Psychological abuse is also explored in the story, displaying the heartbreaking realities of mental health in Indigenous communities. Spirituality is very important to Indigenous peoples, being deprived of their traditional spiritual beliefs and culture have made them suffer greatly. The story outlines just a few of the ways the residential school system stripped them of this, by cutting them off from their traditional, spiritual beliefs and enforcing Christianity. Going against their traditional spiritual ways has had detrimental effect on their emotional, mental and physical well-being. Finally, physical abuse, including neglect of students is brought to light. Not only were they beaten, and sexually abused, they were also exploited and deprived of many basic needs. After all of the trauma that the Indigenous peoples have endured during and following the experiences of the residential school systems, is reconciliation accomplishable? Will apologies and reparations fix what has been done? Faculty Mentor: Leslie Dawson Department: Interdisciplinary Dialogue Project
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.014 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".