Indigenous anti-colonial knowledge as ‘heritage knowledge’ for promoting Black/African education in diasporic contexts
Bibliographic record
Abstract
This paper addresses some serious questions in the discussions around Black/African diasporic education: As African scholars how do we begin to pioneer new analytical systems for understanding our local/Indigenous communities and what are the challenges we are likely to be faced with? What are the intellectual and political merits of developing and promoting our own “home grown Indigenous perspectives steeped in culture-specific paradigms” (Yankah, 2004, p. 26) in the Western academy? This is an opportunity and a challenge in the struggle to save myself/ourselves from becoming “intellectual imposter[s]”, simply good at mimicking dominant theories and knowledges (Nyamnjoh, 2012) in the [Western] academy. We need to replace our ‘cultural estrangement’ with a ‘cultural engagement’ in the pursuit and promotion of African/Black education in Diasporic contexts. For African learners we need develop theoretical prisms or perspectives that are able to account for our lived experiences and our relationality with other learners, prisms rooted in our cultures, histories and heritage. I intervene in the discussion through transgressive pedagogies, by way of Indigenous epistemologies, to seek different ways for educational transformation for all learners. I borrow the ideas of pioneering Black/African scholars like W.E.B. Du Bois and Franz Fanon as I articulate an ‘Indigenist anti-colonial’ framework for understanding issues of Black/African education for the ‘global good’. I use my long standing work in the Canadian school system to ground issues in the discussion. Nyamnyoh (2012) notes, in writing about the Diasporic encounter, that as those who move and/or are forced to move, we cannot position ourselves simply in relation to those we meet on the journey. We must stake out our own discursive and political positions. We must be true to our authentic selves as African subjects of knowing.
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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 | 0.006 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.029 |
| Scholarly communication | 0.010 | 0.007 |
| Open science | 0.001 | 0.012 |
| Research integrity | 0.003 | 0.004 |
| 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".