Official Discourses, Teachers’ Practices, and Inclusion for Minoritized Students: A Review of Works by Critical Theorists
Bibliographic record
Abstract
This paper examines scholarly literature on how critical theorists (i.e., critical pedagogy and critical race theorists) deconstruct official discourses mobilized by teachers’ practices, and its influence on inclusion for minoritized students. The review maintains antiracist and critical multicultural education lenses, as they lend insights to ideology behind social justice and equity, and provide useful approaches to achieving successful inclusion. Through analyzing teachers’ practices and understandings of diversity, and utilizing critical discourse analytical methods, the analysis highlights predominant official discourses for inclusion of minoritized students within schools. The first section of the analysis explores prevalent everyday practices and conceptions of diversity among teachers, while the second section outlines discourses surrounding supports for inclusion. The author argues for incorporating more critical analysis and pedagogical stances toward matters of diversity within classrooms, serving to destabilize oppressive and prejudicial social and power structures entrenched within schools.
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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 | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.008 | 0.010 |
| Science and technology studies | 0.002 | 0.006 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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".