Irish and Scottish Encounters with Indigenous Peoples
Bibliographic record
Abstract
The expansion of the British Empire during the eighteenth and nineteenth centuries created the greatest mass migration in human history, in which the Irish and Scots played a central, complex, and controversial role. The essays in this volume explore the diverse encounters Irish and Scottish migrants had with Indigenous peoples in North America and Australasia. The Irish and Scots were among the most active and enthusiastic participants in what one contributor describes as "the greatest single period of land theft, cultural pillage, and casual genocide in world history." At the same time, some settlers attempted to understand Indigenous society rather than destroy it, while others incorporated a romanticized view of Natives into a radical critique of European society, and others still empathized with Natives as fellow victims of imperialism. These essays investigate the extent to which the condition of being Irish and Scottish affected settlers' attitudes to Indigenous peoples, and examine the political, social, religious, cultural, and economic dimensions of their interactions. Presenting a variety of viewpoints, the editors reach the provocative conclusion that the Scottish and Irish origins of settlers were less important in determining attitudes and behaviour than were the specific circumstances in which those settlers found themselves at different times and places in North America, Australia and New Zealand. Contributors include Donald Harman Akenson (Queen's), John Eastlake (College Cork), Marjory Harper (Aberdeen), Andrew Hinson (Toronto), Michele Holmgren (Mount Royal), Kevin Hutchings (Northern British Columbia), Anne Lederman (Royal Conservatory of Music), Patricia A. McCormack (Alberta), Mark G. McGowan (Toronto), Ann McGrath (Australian National), Cian T. McMahon (Nevada), Graeme Morton (Guelph), Michael Newton (Xavier), Pádraig Ó Siadhail (Saint Mary's), Brad Patterson (Victoria University of Wellington), Beverly Soloway (Lakehead), and David A. Wilson (Toronto).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".