MAPPING WHITENESS AND COLONIALITY IN THE HUMAN SERVICE FIELD: POSSIBILITIES FOR A PRAXIS OF SOCIAL JUSTICE IN CHILD AND YOUTH CARE
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
<p>This paper explores how a dominant Western ontology rooted in white masculinity and coloniality is embedded in the systems and structures of professional helping in Canada. With a critical, post-colonial feminist analysis, this paper locates Canada’s colonial history as fundamental to ongoing policies and practices in the human services and child and youth care (CYC). The implications of coloniality for CYC suggest that as practitioners we might consciously engage in deconstructing the theories, structures, and values that shape how we practice. Cartographies can assist us in reflexive and deconstructive endeavours. As one maps out the parameters and identifies the existing horizons, one might begin to envision how to then move beyond them. In examining the hegemony of professional helping, the intention is an invitation to work collectively toward models that foreground the social context of problems faced by individuals as well as creative, collective responses. Strategies of an engaged solidarity and a model of socially just, decolonizing praxis offer potential sites for affirmative and transformative social change.</p>
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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