‘These ones will learn it too’: transforming relationships with Chelsea Vowel's ‘kitaskînaw 2350’
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
Reading representations of relationships in Chelsea Vowel's story ‘kitaskînaw 2350’ from the graphic anthology This Place: 150 Years Retold, I consider how portrayals of expanded relationships are a call to action – a generative lens through which settler-colonial studies may engage with anticolonial teachings. I aim to demonstrate how reading Indigenous literatures can expand and transform the settler-colonial imagination that has been taught to understand the world through a lens of exclusive ideologies like white supremacy and, broadly, the linear and the binary in relation to gender, time, and ways of being. Looking to Vowel's story as an example, I contend that such work is of particular significance to the ongoing surge of Indigenous literary and creative production and to the dismantling of settler-colonial teachings in so-called Canada. This analysis of ‘kitaskînaw 2350’ underlines complex connections between settler-colonialism, knowledge creation, language, imagination, power, and Indigenous literatures. Joining many other scholars who are showing how Indigenous literatures generate new imaginaries that can transform colonial behaviors and systems, I read representations of Indigenous-led worlds and anticolonial teachings as an urgent call to action to heal.
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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