Western epistemic dominance and colonial structures: Considerations for thought and practice in programs of teacher education
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
뀀ഀȠ Abstract뀀ഀȠ This article is an exploration of the dynamics of contemporary colonialism in the Canadian settler nation-state in the context of programs of teacher education. From my perspective as a settler-scholar-teacher working in teacher education, I explore the imposition of Western forms of knowledge production in higher education in settler dominated academic spaces. Through a coloniality lens, I consider the ways that educational spaces in higher education continue to support and perpetuate structures of colonialism through an epistemic monoculture based in Western scientific materialism. I particularly explore the ways the imposition of a Western secular cosmology silences and resists Indigenous knowledges, pedagogies and perspectives in institutional spaces. Through story and scholarship, I draw out the complexity of epistemic dominance and problematic discourses that manifest in pedagogical encounters in programs of teacher education. Reflecting on the epistemic collisions that emerge in these encounters, I consider decolonial pedagogical practices with adult students that trouble problematic narratives and discourses that are pervasively shared in Canadian society, and engage expectantly, meaningfully and generatively with forms of resistance that arise in this complex context.뀀ഀȠ
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 | 0.002 | 0.006 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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