The anglican church of Canada and the Indian residential \nschools: a meaning-centred analysis of the long road to \napology
Bibliographic record
Abstract
The Canadian residential school system, which operated from the 1880s until the 1970s, was a \nchurch-state enterprise designed to assimilate Aboriginal children into Euro-Canadian culture \nand was characterized by poor sanitation and widespread abuse. Recently, it has been the \nobject of the most significant and most successful struggle for redress in Canadian history. \nHowever, for most of its long history, the many failings of the residential school system went \nunacknowledged by the organizations formerly involved in its operation. In this thesis, I seek to \nexplain why. In doing so, I provide a framework for further study on the residential schools and \non comparable cases. \nTo resolve my question, I conduct a comparative historical analysis of the Anglican Church of \nCanada, which was formerly an important partner in the operation of the residential schools. \nMy data is drawn from a wide range of archival material. My analysis is framed by a meaningcentred approach to social behaviour referred to as the Strong Program. In sum, I argue that the \ninitial meaning of the school system as a sacred enterprise hindered acknowledgement of its \nfailings. For the church to acknowledge the failings of the residential schools, such a meaning \nneeded to be replaced with a new meaning emphasizing the tragic consequences of the school \nsystem. This could only occur once the balance of social power had shifted away from the \ndefenders of the sacred meaning and towards its detractors.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 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".