Considering cultural collision : education and the Innu of Labrador
Bibliographic record
Abstract
In the 1950s and 1960s, the government of the Canadian province of Newfoundland and Labrador in collaboration with Roman Catholic missionaries coerced the Innu, until this time migratory hunter-gatherers in the Labrador-Quebec peninsula, to adopt a sedentary village existence. The transition was difficult and traumatic. One of the principal means used to induce the Innu to accept these drastic changes to their way of life was schooling based on an imposed formal, European model of education and a policy of assimilation. The implicit attack on their connection to their land and related practices combined with diminution of their native language, suppression of religious beliefs and confiscation of land for development have led to a number of devastating social and psychological problems for the Innu and the process of Innu knowledge transmission and learning has been profoundly affected. On 1st July 2009 the federal government and Labrador School Board granted the Innu Nation devolved control of existing educational programmes; an achievement the Innu had been working towards for over thirty years. The main objectives of the research are to interpret the meaning of this transfer of education to Innu and and to present a narrative of the relationship (or rather 'cultural collision') between the Innu community of Sheshatshiu, Labrador and the colonial Canadian state, society and forms of knowledge on the path to devolution. It was of particular interest to ascertain how much value is placed on transmission of non-Innu and Innu knowledge, whether what is learned inside or outside school is enough to succeed in either society and to understand aspirations for the future of Innu education. The nature of the research requires a detailed and rich understanding of the personal histories of a diverse group of Innu and non-Innu respondents and how this manifests itself in their attitudes towards education.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.037 | 0.028 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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".