Building the Settler Colonial Order: Police (In)Actions in Response to Violence Against Indigenous Women in “Canada”
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this article we focus on missing and murdered Indigenous women, girls, and 2SLGBTQQIA people in “Canada.” We theorize narratives that police employ to respond to this violence. Using a broad data sample of testimonies across “Canada,” this article contributes to understanding how police (in)actions make sense of, justify, and dismiss violence against Indigenous women, girls, and 2SLGBTQQIA people. We draw from 48 in-depth semi-structured interviews with Indigenous peoples in Toronto and other “Canadian” cities and 219 testimonies from the Canadian National Inquiry into Missing and Murdered Indigenous Women and Girls (NIMMIWG). The analysis finds that police repeatedly use similar frames (topics), styles (linguistic and behavioral strategies), and storylines (narratives) to respond to violence against Indigenous peoples. While framing Indigenous women, girls, and 2SLGBTQQIA people as deviants helps police make sense of and explain violence against them, the use of verbal and behavioral strategies (indifference, callousness, and lack of information) and storylines (“they were [insert pathologizing frame]” and “there’s nothing we can do”) allows police to dismiss and justify acts of violence. We argue that the frames, styles, and storylines employed by police perpetuate violence. Police (in)actions are fundamental to achieving settler colonialism’s ideological and material dimensions.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 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) | 0.000 | 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 it