Lessons from Canada: Investigating U.S. Boarding Schools for Native Americans
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In 2015, the Truth and Reconciliation Commission of Canada (TRC) concluded that Canada had committed “cultural genocide” in government-supported residential schools that aimed to forcibly assimilate First Nations, Métis, and Inuit peoples since the nineteenth century. McBride posits that the TRC’s finding of cultural genocide in Canada can inform our understanding of American Indian boarding schools in the U.S. given the similarities and connections between the two systems. Both countries founded their schools with the aim of achieving total assimilation, or cultural genocide; both created institutions that also killed great numbers of children, generally the healthiest demographic of any population. At the root of U.S. and Canadian Indigenous education project rests a genocidal truth: they may have committed all of the genocidal crimes enumerated in the United Nations Genocide Convention. In this talk, McBride will explain some of the processes and outcomes of this institutionalized colonial violence and draw lessons for scholars of the American Indian boarding school experience from the Canadian TRC. As the U.S. Congress and Interior Departments grapple with these questions, conducting contemporary investigations of their own, they too could learn from the TRC. Finally, he concludes by explaining the limits of our knowledge of boarding schools in the United States and outlines potential next steps.
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.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.020 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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 it