Woosh jín toolshát yeisú, Weʼre still holding each otherʼs hands : Relationships and revitalization in Lingít country
Bibliographic record
Abstract
This dissertation examines the relationships the Lingít language revitalization movement has to concepts of gender, identity, organizations and academia. The Lingít language and the Lingít people reside within Southeast Alaska in the United States, as well as northern British Columbia and the southern Yukon territory in Canada. Relying on my own lived experience as a Lingít learner and educator, as well as interviews and conversations with Lingít community members, we discuss how relationality supports the larger goal of Lingít language and cultural revitalization. Specifically we talk about the role of women within the language movement, and what approaches can best support current and future female language learners and speakers. Next we discuss the role identity plays within Lingít language revitalization and how varying understandings of Indigeneity both support and add additional pressure to language learning. We also reflect on the various roles multiple institutions play in Lingít language work, and touch on some of the programming organizations have implemented. Last, we discuss the role universities in particular, and academia in general plays within language revitalization, and how that role has evolved over time. The thread throughout is relationality, how personal and collective relationships with individuals, organizations, and identities shape language work, and how that relationality can best support the larger goal of continued Lingít language resurgence.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".