Indigenous Suicide and Colonization: The Legacy of Violence and the Necessity of Self-Determination
Bibliographic record
Abstract
Contemporary indigenous first nations psychologists have developed an alternative frame for viewing suicide that not only shifts the focus from individual-level to group-level explanations, but challenges discourses that position group-level influences as "risk factors" that can be easily subsumed within standard repertoires for suicide prevention. First nations psychologists show the violent legacy of colonization has left a dark shadow on the contemporary lives of young people, so that around the world, suicide rates for indigenous peoples are much higher than for non-indigenous peoples in the same country. These arguments, which rely on historical accounts, cannot be neatly demonstrated using empirical data, but form an important part of a self-determination movement among indigenous peoples, directly challenging unequal power relations in society as a means to seek redress for particular issues of inequity like rates of youth suicide. We present a theoretical case study and analysis of contemporary suicide among Maori youth in New Zealand. In a traditional Maori conceptualization, individual well-being is sourced and tied to the well-being of the collective cultural identity. Therefore, individual pain is inseparable from collective pain and the role of the collective becomes that of carrying individuals who are suffering. The state of kahupo or spiritual blindness (Kruger, Pitman, et al. 2004) is characterized by a loss of hope, meaning, and purpose and an enduring sense of despair. It bears the symptoms of chronic dissociation or separation of the physical from the spiritual and vice versa. We describe community empowerment practices and social policy environments that offer pathways forward from colonization towards tino rangatiratanga, or indigenous self-determination, noting significant obstacles along the way.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.033 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".