Unconditional Love: Honoring Our Ancestors’ Experiences and Legacy at St. Boniface Indian Industrial School
Bibliographic record
Abstract
The emergence of the remains of Indigenous youth at residential schools in Canada and the United States has rekindled discourse on the tumultuous and violent history that Indigenous people have with colonial schooling. In California, Indigenous Peoples experienced three separate waves of colonialism by Spain, Mexico, and the U.S., each bringing forth distinctive colonial schooling practices via governments, churches, and settlers. Presently, research on colonial schooling in the U.S. continues to be dominated by narratives of student and administrators’ experiences at federally-run Indian boarding schools across the nation. Furthermore, discourse on Indian education in California fails to view religious doctrine and vocational training introduced to Indigenous peoples at the Spanish missions and Mexican ranchos as colonial schooling. Centering Indigenous narratives, this phenomenological study examined the experiences of Southern California Indians with Indigenous education and colonial schooling from pre-invasion through the Spanish mission, Mexican rancho, and American Mission Indian boarding school eras. Through the application of the theoretical frameworks of settler colonialism and Indigenous survivance, this phenomenological study will utilize archival ethnography and oral histories to examine the legacy of colonial schooling and how Southern California Indians have resisted and refused assimilation into settler colonial society. Study teachings describe the actions that settlers enacted against California Indians and the ways that Native Peoples utilized Ancestral teachings to refuse and reject assimilation. An emerging teaching in this study found that unconditional love—from Creator and the Ancestors—was a driving force in California Indian resistance and refusal of colonial norms, and the embracement of Indigenous ways of knowing, being, and doing.
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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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.051 | 0.023 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.002 | 0.008 |
| 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".