Contemporary Productions of Colonial Identities throughLiberal Discourses of Educational Reform
Bibliographic record
Abstract
To speak of "colonial identities" is to invoke history.While history is interesting enough in itself in white settler societies, I refer to it in this paper to suggest that what happens in Canadian education, specifically in the example of Saskatchewan, is really not so different from its historical antecedents, as much as a surface glance and a separation of time might suggest otherwise.This is not to deny the significant ruptures in discourses from past to present.In late 1 th and early 20 th century Canada, discourses of race and racial and national purity were central in thinking about education.Languages spoken, faiths professed, and the daily ways of living of some groups of people were targeted for consumption (in the sense of the "swallowing up", or the "overtaking" of something), and replacement by British, Protestant, and middle class ways of living marked by temperence, sexual restraint, and other forms of self-control.In contemporary Canada, we speak much less openly about race.As seen in an official articulation of the discourse of multiculturalism (Government of Canada, 2002), the language of race is subjugated by the discourses of culture and multiculturalism.In this contemporary context, cultural practices remain targeted for consumption.Although it bears recognition that what are considered problematic aspects of some cultures remain targets of reform, today in Canada, "consumption" of culture now refers primarily to the acquisition of the commodities that cultural differences have become.In this paper, I will argue that the consumption of racial differences then,
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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 | 0.012 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.023 | 0.095 |
| Scholarly communication | 0.017 | 0.008 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.006 | 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".