To Be Worthy of the Name of My Father: <i>Métis</i>, Paternity and Belonging in Twentieth and Twenty‐first Century Colonial and Postcolonial French Africa and France
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
ABSTRACT This article explores the little‐known story of the métis children of a well‐known figure in French history – Dr Eugène Jamot, who was a medical doctor who had served in the colonial service in French West Africa (AOF) and French Equatorial Africa (AEF) in the early‐twentieth century. Jamot fathered three multiracial children with an African Fulani woman named Fatima Labané who originated from AEF. In patriating them to France, Jamot established a de facto acknowledgement of paternity and fostered domestic life with/for and paternal care for his children. His death in April 1937 left his three children in a state of legal, social and economic vulnerability. Over the course of several years, his oldest son Louis Desnaute, Jamot's White French male friends and professional colleagues and Labané endeavoured to form a safety net, care consisting of money, the mobilisation of citizenship law and the exercise of social resources of citizenship rights for the children to secure and affirm their belonging in/to France. This article argues that an infrastructure of feelings – paternalism, maternalism, loyalty, vulnerability, pathos, affection, shame, anger, despair and anxiety – facilitated relational rupture and repair for the three children and their children from the colonial to postcolonial periods.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| 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