Curriculum and pedagogy in the development of colonial imagination: a case study
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
Abstract The article sheds light upon the concept of imagination that has come into sharp focus in the recent literature having to do with globalisation, equity and race. It adopts one definition of the construct (imagination) and demonstrates how it may be contrived to the detriment of the ‘Other’. The context is British colonialism and the curriculum, and how it was dispensed in the late colonial period in Trinidad and Tobago embody the framework from which data are drawn. A mix of sources is used to enhance the data set. Several findings have been revealed. Just as the current global world works through and depends upon a global imagination, so did Empire-building engage and depend upon a colonial imagination developed for, and internalised by, the local through curriculum and pedagogical practices. Dated ideologies were used in the process, but even when current frames informed practice, selection in the interest of the coloniser was the main feature that guided the enterprise. On a more general note the Trinidad and Tobago scenario returns the reader to the colonial scene, demonstrates how education and schooling were deliberately twisted to minister to subversive ends, and supports the critique that the interactions that produced colonial education systems were anchored in racism and violence.
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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 | 0.000 |
| 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 | 0.000 |
| 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