A journey through muddy waters: Storying Algonquin life and identity with Algonquin women and gender-diverse people from Mattawa and North Bay, Ontario
Bibliographic record
Abstract
Algonquin identity and self-determination have been deeply impacted by colonialism in Algonquin territory for over 400 years. Settler colonialism has disrupted Algonquins’ connections to land, as well as our kinships, cultures, and communities – all of which impact who Algonquins are and how we govern our lives. Notably, assimilatory laws and policies such as the Indian Act have altered definitions of Indigeneity in Canada and imposed heteropatriarchal structures that dispossess and oppress Algonquin women and gender-diverse people in particular. Algonquin self-determination and governance have likewise been shaped by domestic laws, and problematically framed within discourses of Aboriginal rights and federal recognition. Now, as many Algonquins are engaging in community-building while strengthening cultural connections after histories of colonial dispossession, they are doing so in the context of a controversial Algonquin comprehensive land claim that further complicates identity and nationhood. During a time when many are speculating on the parameters of Indigeneity and citizenship, Indigenous feminist, anti-colonial storytelling with Algonquins offers a meaningful way explore identity and belonging specific to the Algonquin Nation. Therefore, this dissertation utilizes storytelling through the conversational method, rooted in an Anishinaabe research paradigm and supported by a ribbon skirt method of data analysis, to examine the impacts of colonialism, and, in particular, the Indian Act and the Comprehensive Land Claims Policy, on Algonquin identity and self-determination among 13 Algonquin women and gender-diverse people from Mattawa and North Bay, Ontario. Results demonstrate participants’ mixed views of the Algonquin land claim, with identified benefits and critiques predominantly related to Algonquin rights and title; self-determination and governance; resource extraction and economic expansion; identity; and the length and productivity of negotiations. Storied results also illustrate participants’ diverse, complex histories of displacement; unique journeys of cultural restoration and reclamation; expressions of anti-colonial gender and sexuality; embodiments of “mixedness”; and goals of community-building and knowledge transference to future generations of Algonquins in the area. Findings of this dissertation demonstrate the complications of Algonquin self-determination and identity, while exploring a good way forward in support of the Algonquin Nation.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 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".