The Establishment of Residential Schools for Indigenous People in 19th Century Canada
Bibliographic record
Abstract
This bachelor's thesis focuses on the establishment of residential schools for Indigenous people in Canada in the 19th century. Residential schools had been established in Canada since the 16th century, but it was not until the second half of the 19th century that the Canadian government's policy towards Indigenous peoples became centralized. Part of this centralization included efforts to assimilate Indigenous peoples into Canadian society. Using the theory of settler colonialism, this thesis focuses on the political, ideological, religious and economic reasons that led to the establishment of the residential school system in Canada in the 19th century. The central sources of analysis are the reports of Egerton Ryerson and Nicholas Flood Davin, which present the ideological foundations of the system and illustrate the role of educational policy in the process of assimilation. This thesis offers an analysis of the reasons for the emergence of the system through primary documents. It shows that the collaboration of institutions was a strategic partnership to create an educational system that would contribute to the gradual assimilation of Indigenous peoples into the dominant Canadian society.
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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 | 0.020 | 0.006 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".