La (re)lecture des mots, du monde et des maux des jeunes Noirs: apports de la pédagogie critique aux méthodologies de la recherche
Bibliographic record
Abstract
Dans la francophonie, la recherche en education accorde, jusqu’a present, peu d’attention aux problematiques raciales, ce qui constitute un obstacle a la comprehension des experiences socioeducatives des jeunes noirs en contextes « racialises ». Comment la recherche peut-elle leur donner voix et contribuer a transformer leurs realites defavorables? La pedagogie critique et les theories postcoloniales proposent des cadres de references pour esquisser une recherche critique qui fait la (re)lecture des mots, du monde et des maux des jeunes noirs. Cet article propose une telle reconceptualisation qui pourrait fournir un cadre de recherche et d’action plus sensible aux realites des jeunes noirs, en general, et dans le contexte francophone, en particulier. Abstract Educational research in French-speaking countries has given little attention to issues of race until now, which has presented challenges for understanding the socio-educational experiences of black youth within “racialized” contexts. How can research help their voices be heard and contribute to transforming their disadvantaged realities? Critical pedagogy and postcolonial theories provide referential frameworks that can sketch out a critical exploration and (re)reading of black youths’ words, world, and problems. This article proposes a reconceptualization that could offer a research and action framework that is more sensitive to the realities of black youth, in general and within the francophone context, in particular.
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.
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 | 0.046 | 0.036 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.013 | 0.031 |
| Scholarly communication | 0.014 | 0.010 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
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".