With Good Intentions: Euro-Canadian and Aboriginal Relations in Colonial Canada
Bibliographic record
Abstract
With Good Intentions: Euro-Canadian and Aboriginal Relations in Colonial Canada. Celia Haig-Brown and David Nock, eds. Vancouver: UBC Press, 2006. 376 pp. $32.95 sc. The editors of With Good Intentions: Euro-Canadian and Aboriginal Relations in Colonial Canada state in the introduction that the overall goal of the book is to examine the joint efforts of Aboriginal people and individuals of European ancestry to shed light on the social and power that followed. While their intentions were good and noble, they were not good enough to stop the exploitation of Native Peoples because at the heart of their intention was the ulterior motive of 'civilizing' Aboriginal peoples, mostly through Christianization processes. They also declare that this is not a book about native history but rather about the history of European settlers on native lands. Like its editors, this reviewer found the essays relate the settlers' lives and dilemmas rather than about native history. In this sense, the various chapters offer insights into the lives of settlers with good intentions thereby turning the gaze from native to white peoples. And while the individuals acknowledged are fully implicated in the process of colonization despite their sensitivities, their positions as advocates for Native peoples also bring to light the challenges of their complex relationship with other colonizers who only sought the destruction of native communities. Herein lies the book's most notable contribution: a caveat for those who consider themselves allies to Native peoples' struggles to further reflect upon their intentions: is alliance building another way to colonize or romanticize Native peoples? Each of the authors adds fragments to our understanding of the history between immigrants, settlers and indigenous peoples during the time of overt colonization, therefore, the book gestures to our current situation of continued participation in a vast web of colonial relations (p. 2). By asking Whose traditional land are you on? the book challenges current dominant assumptions that colonization is in the past and that no one today should be held accountable for colonization or genocide. In the Introduction several points of reference are addressed to guide the reader through the actions and implications of the people discussed in the book. This frame of reference debunks how mainstream definitions of colonization and understandings of racialization and racism are partly responsible for upholding a colonial system that continues to act against Indigenous peoples. Simultaneously, this benevolent attitude dismisses colonization and our current complicity by relegating it to an event in the past. David Nock's piece not only addresses Hale's contradictory position of advocating for Aboriginals that challenged the dominant positions of Social Darwinism, it also illustrates how he maintained the colonial project of civilizing the native population. …
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".