Considering cultural collision : education and the Innu of Labrador
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 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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it