Decolonizing the pedagogy and practice of international social work
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
English This article examines the complexities inherent in a diverse classroom when teaching international issues by exploring decolonizing pedagogy, which includes theories and understandings from postcolonial studies, spatial and criti cal race theory. Student stories are included, to engage in a discourse on pedagogy and provide theoretical constructs to examine and critique the reactions to these stories. French Cet article examine les complexités inhérentes à une classe multiculturelle lors de l’enseignement des questions internationales en explorant la pédagogie de la décolonisation, qui comprend des théories et des apports conceptuels venant des études postcoloniales ainsi que de la théorie critique de la race. Y inclus sont des histoires d’étudiants afin d’engager une discussion sur la pédagogie et de proposer des constructions théoriques pour examiner et critiquer les réactions à ces histoires. Spanish Este ensayo examina las complejidades inherentes a enseñar asuntos internacionales a un salón de clase diverso mediante la exploración de una pedagogía descolonizante que incluye teorías y entendimientos provenientes de estudios postcoloniales y teorías de raza críticas y espaciales. Yo incluyo teorías de estudiantes para comprometernos en un discurso de pedagogía y proveer construcciones teóricas para examinar y criticar las reacciones a estas historias.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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