(Re)creation through recreation: strengthening Hul’qumi’num’ identities through ‘leisure’
Bibliographic record
Abstract
A strong understanding of one’s cultural identity can serve as a protective factor against adversity. Correspondingly, empirical evidence has identified that participation in leisure may be a catalyst or contributing factor to forming one’s identity. However, scholarly understandings of the term leisure have been dominated by Eurocentric ideals. In this paper, I used Hul’qumi’num’ snuw’uy’ulh (sacred teachings) as my theoretical framework to explore how Hul’qumi’num’ mustimuxw (Hul’qumi’num’ people), specifically participating members of Snuneymuxw First Nation, understand and engage in leisure practices. Resultantly, I present my reflexive and tension filled process to assert that while study participants differentiated between engagement in both Indigenous and non-Indigenous leisure pursuits, the overarching premise was that one’s cultural identity and leisure participation were not independent of one another, regardless of the nature of the activity. Moreover, I suggest that in contemporary contexts, leisure participation from the perspective of the participants did not distinguish between Indigenous and non-Indigenous leisure to create either/or binaries but rather presented a notion of both. Thus, I demonstrate the reciprocal utility of Indigenous and non-Indigenous leisure pursuits in developing and maintaining cultural identity for Hul’qumi’num’ mustimuxw when rooted in snuw’uy’ulh.
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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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".