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Record W4379803889 · doi:10.1353/nai.2022.a863586

Nitinikiau Innusi: I Keep the Land Alive by Tshaukuesh Elizabeth Penashue (review)

2022· article· en· W4379803889 on OpenAlexaboutno aff
Clifford G. Atleo

Bibliographic record

VenueNative American and Indigenous Studies · 2022
Typearticle
Languageen
FieldHealth Professions
TopicIndigenous Studies and Ecology
Canadian institutionsnot available
Fundersnot available
KeywordsOpposition (politics)FeelingHistoryHappinessPolitical scienceLawPsychologyPolitics

Abstract

fetched live from OpenAlex

Reviewed by: Nitinikiau Innusi: I Keep the Land Alive by Tshaukuesh Elizabeth Penashue Clifford G. Atleo (bio) Nitinikiau Innusi: I Keep the Land Alive by Tshaukuesh Elizabeth Penashue University of Manitoba Press, 2019 NITINIKIAU INNUSI is a collection of diaries of Tshaukuesh Elizabeth Penashue, an Innu woman well known for her opposition to low-level flying and bomb testing by NATO jets on Innu land in the 1980s and 1990s. Tshaukuesh's diary entries were originally written in Innu-aimun and were cotranslated and coedited for this book by friend and ally Elizabeth Yeoman, professor emerita from Memorial University. The book is divided into four parts and covers Tshaukuesh's years of environmental and cultural activism from 1987 to 2016. Tshaukuesh was given an Indspire (formerly National Aboriginal Achievement) Award for environmental activism in 2008. Her diaries provide a glimpse into her thoughts and feelings during this tumultuous time, including her fears, doubts, heartache as well as joys and hopes for the future. Tshaukuesh was happiest when we she was on the land, living the life of her ancestors. She writes, "I loved learning from my parents when we were in nutshimit. We were never impatient or dissatisfied . . . we're so healthy when we're in the bush" (58–59). Tshaukuesh's reflections on her experiences on the land are a mix of her descriptions of hard work, the happiness she felt, and the stark differences between a traditional Innu life and the rapidly changing realities of life in colonial Canada. What was simply life in the bush during Tshaukuesh's childhood, over the course of her lifetime, morphed into conscious efforts of cultural activism as she became a mother and grandmother. As modern living pulled her children and grandchildren away from the land for school and work, Tshaukuesh organized walks and canoe trips into nutshimit. She lamented the growing disconnect from the land that her people experienced over time. In a poignant diary entry about her daughter Kanani, she writes, I see you walk outside to your car. You're so well-dressed and elegant as you drive away. I want you to know how much I miss you since you took this job. Now you won't be able to go on the land, you who loved nutshimit so much and who used to help me do all the work that needed to be done. You won't be able to take your children to nutshimit, either. It seems you're always [End Page 127] working, and I'm afraid you've abandoned forever the way of life that you loved so much in nutshimit. (72) At times, she felt her community had given up protecting the land. Her son Peter, who was elected president of the Innu Nation and later, Member of Parliament and minister of intergovernmental affairs, negotiated land claims and ultimately supported the building of a dam that Tshaukuesh and others opposed. She stated, sadly, that "the people aren't united anymore, they're distracted and confused by money. The government paid us off so they could destroy our land" (170). In many ways, Nitinikiau Innusi reads as a tragedy of loss of traditional Indigenous ways due to living under settler colonialism, but Tshaukuesh's life, activism, and words are also an inspiration. Tshaukuesh traveled all over Canada, the United States, and Europe speaking out against NATO and many resource extraction projects. She spoke at Harvard, testified before the Human Rights Tribunal in the Hague, and even met the Queen of England. She also organized protests and occupations, often being sent to jail for her efforts. Through her experiences she developed a strong appreciation for the organizing power of Indigenous women. In 1988, Tshaukuesh wrote, "I had never known how strong women could be until then. Until then I thought it was up to the men to stand up to these forces, but since I spoke out, stood up to NATO, I will never again believe that there are any limits to what women can do" (17). Indigenous women remain at the forefront of cultural and environmental activism all over the world. Tshaukuesh writes, "We're very strong women; if we sit down together and...

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 imitation

Not 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.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.103
Threshold uncertainty score0.996

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.001
Science and technology studies0.0220.001
Scholarly communication0.0000.000
Open science0.0000.001
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.042
GPT teacher head0.402
Teacher spread0.360 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2022
Admission routes1
Has abstractyes

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