Bibliographic record
Abstract
This paper examines the complex interplay between Indigenous identity and settler-colonial borders through autoethnographic and storytelling approaches. As both an Indigenous person of the Menominee Nation of Wisconsin and an immigrant from the island of Bermuda, my experiences span both oceanic and continental borders between the United States, Canada, where I presently live and work, and the United Kingdom’s largest remaining overseas territory, providing a unique vantage point on the politics of Indigenous identity across these settler-imposed boundaries. Using these experiences as a starting point and inspired by the works of Mohawk scholar Audra Simpson and sociologist Avery Gordon, in this paper, I integrate personal narrative with critical analysis to examine the complex nature of an Indigenous life lived across the borders of settler colonialism. Further, I also examine the historical and contemporary ramifications of the Jay Treaty and, in doing so, highlight the asymmetrical recognition of Indigenous rights to mobility upon their traditional territories, territories that existed long before the arrival of settlers to North America, between the United States and Canada. This treaty, which ostensibly provides certain border-crossing rights to Indigenous peoples, is upheld by the United States but not Canada. Not only does this asymmetry underscore the persistent challenges faced by Indigenous communities in asserting their ancient pre-colonial mobility rights, but it also speaks significantly to the imbalance of power that exists between nominally sovereign Indigenous nations and the sovereignties of settler nation-states whose border controls Indigenous people are now subject. Through this narrative, the paper seeks to contribute to the broader discourse on Indigenous internationalism and the ethical responsibilities of Indigenous scholars. By centering stories and storytelling as both epistemological and methodological tools, the paper advocates for a decolonial approach honoring the interconnectedness of Indigenous experiences and the enduring ties between Indigenous nations across borders.
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.
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 | 0.000 |
| Science and technology studies | 0.001 | 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 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".