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Record W46525862

Indigenous Peoples and the Modern State/Self Determination: The Other Path for Native Americans

2007· article· en· W46525862 on OpenAlexvenueaboutno aff
Jim Frideres

Bibliographic record

VenueCanadian journal of native studies · 2007
Typearticle
Languageen
FieldSocial Sciences
TopicIndigenous Health, Education, and Rights
Canadian institutionsnot available
Fundersnot available
KeywordsIndigenousNative American studiesContext (archaeology)State (computer science)Indigenous rightsSociologySovereigntyIdentity (music)AnthropologyDisciplineGender studiesSocial scienceHistoryPolitical scienceLawPoliticsAesthetics
DOInot available

Abstract

fetched live from OpenAlex

Champagne, D., K. Torjesen & S. Steiner (Eds.). Indigenous Peoples and Modem State, Toronto, Alta Mira Press, 2005. pp. 172. ISBN 978-0759-1079-91. $26.95. Anderson, T., B. Benson & T. Flanagan (Eds.) Self Determination: The Other Path for Native Americans. Stanford: Stanford University Press, 2006. pp. 346. ISBN 978-0804-754415. $35.00. These two publications represent bi-polar conceptualizations about Aboriginal people in North America. How such different views of Aboriginal life emerge reflects both disciplines and literature read by contributing authors. The contributors in Indigenous Peoples and Modern State have, without exception, read extensively in history and legal aspects of Aboriginal studies and engaged in field research focusing on Aboriginal issues for most of their academic careers in disciplines such as anthropology, sociology, and history. On other hand, contributors to Self Determination: The Other Path for Native Americans represent scholars from fields of economics, law, and business who have engaged in a narrow review of Aboriginal issues. There is little overlap in list of citations between two texts, confirming that two sets of authors had drawn their ideas from vastly different sources. Indigenous Peoples is comparative in that it presents material from Canadian, American, and Mexican perspectives on various issues facing Aboriginal people. The material also reflects a trans-disciplinary approach by authors as they tackle issues such as sovereignty, Indigenous knowledge, Indigenous identity, culture and economics, language and education. The issue of colonization trauma is foremost on minds of these authors as they couch their explanations within that historical context. The emergence of a stateless Indigenous identity and community looms large in their view of poverty and marginalization exhibited by Aboriginal people. The emerging Indigenous leadership and entrepreneurial activities of Aboriginal people are well documented. Other economic, justice and legal issues also are dealt with. The authors note that national narrative in each country presumes an ever receding frontier in which, as one author put it, the 'wild and primitive' were replaced by 'tame and civilized.' These narratives are as deeply embedded in academy as in North American popular culture. In short, these Grand Narratives are those that all of us learned in grade school and continue to be ones most people know, and that unfortunately tell only one side of story. Until bridges are built between Aboriginal and non-Aboriginal communities, dominant national narratives will continue to construct an exclusively heroic European settler profile and an ideology that continues to insist that Aboriginal people must come to resemble them. The latter portion of book is devoted to a discussion of Mexican Aboriginal experience in a section titled Trilateral Discussion: Canada, United States and Mexico. Mexican scholars discuss how Indigenous people of Mexico focus on role of United Nations as a counter to biopiracy of other nations and transnational corporations. Language issues are crucial to Mexican Indigenous people as well as environmental pollution, loss of forests, and destruction of Indigenous social and community organizations. Policy analyses carried out in each region reveal how Indigenous people are impacted by very different policies. In end, material provides innovative and substantive materials related to enhancing our understanding of Aboriginal people and their role in these three nation states. The formal papers are carefully crafted, well-organized and presented. Unfortunately, in between sections of book, editors included short dialogues amongst contributors. These were not edited and as a result can have major errors. For example, Lubicon Indians are mistakenly located in Ontario rather than in Alberta. …

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 imitation

Not 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.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.846
Threshold uncertainty score0.993

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0080.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.030
GPT teacher head0.341
Teacher spread0.311 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2007
Admission routes2
Has abstractyes

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