Haudenosaunee Women as Mothers of the Nation: Resilience in the Wake of Indian Residential School Legacies
Bibliographic record
Abstract
This case study illustrates Haudenosaunee women's individual and collective strengths as 'mothers of the nation' in the wake of Indian residential school legacies. While most studies focus on at risk populations in research about the effects of Indian residential school, this case study privileges the Haudenosaunee concept of 'mothers of the nation' as a manifestation of resilience which is fundamental to building a self-determined identity. Insights were gathered from the narrative data of open ended questions from 13 structured interviews of Haudenosaunee women from Six Nations of the Grand River, Canada, who had a family member attend an Indian residential school. The women discussed their lived experiences of the intergenerational impacts to their health and wellbeing of having a family member attend an Indian residential school; and, their self-determined responses to healing for themselves and their community, which retells the fact 'despite all the harms done to us …we are still here', The concept of 'mothering' within a Haudenosaunee perspective does not have the same meaning as it does in other cultural contexts. Although one understanding of mothering is related to the literal meaning of biological reproduction, mothering also encompasses other roles, such as caring for all the children of one's clan, caring for the earth, and sharing responsibilities for the wellbeing of the community (Sunseri, 2011, p 72), Individual and collective resiliencies nurtured by these mothers of the nation included: language and cultural renewal, overcoming abusive relationships, self-reflection and ongoing healing, ending the cycle of abuse with their own children, reflecting on the healing interactions between their own children and grandparents (former attendees of Indian residential school) , choosing careers in the 'helping' professions or professions that were influential to their own personal healing, or assuming leadership positions within the community, and expressing concern to help community members break the cycle of dependency.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.019 | 0.008 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".