Recasting Postcolonial Citizenship through Civic Education: Critical Perspectives on Zambia
Bibliographic record
Abstract
Ali A. AbdiDepartment of Educational Policy StudiesUniversity of Alberta, Edmonton, CanadaEdward ShizhaLecturer, University of Zimbabwe, HarareResearch Associate, University of AlbertaIgnatio BwalyaLecturer, Faculty of EducationUniversity of Zambia, LusakaINTRODUCTIONSince the early 1990s and, perhaps, as one effect of the emergence of the uni-polar world, there have been a lot of “democratizing” activities in the Sub-Saharan context, with Zambia, a central African country of about 10 million, at the forefront of these processes. While democracy, in one form or another, has come to Zambia, socio-eco-nomic underdevelopment continually pervades the land, and even at the political level, the opening-up process has been at best limited, if not still totally in favor of the elites. In this article we critique these issues via the prospect of enlarging citizenship (civic) education pos-sibilities for a more viable and inclusive social development. Citizenship is more than a set of political rights or responsibilities granted or mediated by the state. Citizenship, as well as the political education that aims to enhance it, is grounded in the practices, experi-ences, and meanings articulated and acted upon by individuals and social groups and is actively negotiated by individuals, including those that may be selectively marginalized in one context or another. The agency of individuals and groups should be considered when 47
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How this classification was reachedexpand
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".