Decolonizing Diaspora: Whose traditional land are we on?
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
As a way to consider the possibility of decolonizing discourses of diaspora, the central question posed in this paper asks not only where do people of the diaspora come from. In North America, nations have been superimposed on Indigenous lands and peoples through colonization and domination. Taking this relation seriously in the context of discourses of race, Indigeneity and diaspora within university classrooms interrupts business as usual and promises a richer analysis of one particular similiarity amongst diasporic, as well as settler, groups in North America with possible implications beyond this context. In short, the author asks each reader to respond to the question, “Whose traditional land are you on?” as a step in the long process of decolonizing our countries and our lives. While part of the focus for this paper is on theorizing diaspora, there are obvious implications for all people living in a colonized country. Drawing primarily on three pedagogical strategies and events arising from them, the author takes up some of the possibilities for theory-building that they suggest. Reflections on courses taught, student feedback and texts from Toni Morrison’s to James Clifford’s “Indigenous Articulations” ground the discussion.
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 | 0.000 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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