Telling the untold: First Nations people’s perceptions of policing in Broken Hill and Wilcannia
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
This article examines the ways First Nations people perceive targeted policing practices in Broken Hill and Wilcannia, New South Wales. It focuses on First Nations viewpoints and perspectives to unveil the colonial legacies of the region, their infusion into contemporary policing practice, and the pressures those legacies exert on the community. The empirical material was generated through interviews with 19 First Nations community members, in collaboration with a First Nations advisory panel. By centring First Nations perceptions of policing, it contributes to critical colonial critiques and decolonising expertise of policing, focusing on subtle and perverse acts of policing in Broken Hill and Wilcannia, and how these are perceived by First Nations people on different structural, social and personal levels. The main argument is that instances of targeted policing are perpetrated against the collective community through methods of pressure and surveillance. This collective pressure specifically targets and alienates the First Nations community while maintaining a non-Indigenous social order. In doing so, police present a legitimate form of targeted policing that impacts community wellbeing in perverse and ongoing ways. This argument and approach enrich place-specific understandings of First Nations experiences of policing and unmask the dynamic aspects of policing that the community endures.
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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 | 0.001 |
| 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 | 0.000 | 0.000 |
| 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