Settler Colonial Structures of Domestication: British Home Children in Canada
Why this work is in the frame
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Bibliographic record
Abstract
There has been a surge of research on Home Children in the past several decades, as the phenomenon previously unknown to many came into the spotlight. However, much of the historical research has focused on either the psychological and physical impacts on the children at the hands of their new “families” (there were many reports of child abuse and neglect) or the ways they were saved from their poverty in Britain by being sent to the colonies. This article will put this existing historical research into conversation with theories of settler colonialism, considering Home Children as a tool of domestication for the social reproduction of Canadian white settler society, which was paired with the forced removal of Indigenous peoples from their lands. This analysis stems from and is intertwined with personal reflections on my own family history as a white settler woman descending from a Home Child to explore the gendered labour of social reproduction as a crucial pillar in creating and maintaining settler colonial Canada. Following Lorenzo Veracini’s argument that settler colonialism is a distinct structure that uses domestication as one of its key tenets and relies on its “regenerative capacity”, this paper will explore how British Home Children were a key component of settler colonialism in Canada and how this history has manifested in the current gendered, racialized, and classed politics of “settling”.
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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 | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it