Decolonial pedagogy through transcultural narrative inquiry in the contact zone
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
Given the often tokenistic, ahistorical and apolitical approach to mainstream multiculturalism employed in schools, this paper theorizes transculturalism and decolonial thinking from a pedagogical perspective while also considering its potential as a transformative method of inquiry. Of particular interest to the authors is how employing transcultural narrative has the capacity to explore colonialism outside and beyond a conventional historical context in order to understand its impact on the present day. To this end, the authors discuss transcultural narrative as a form of decolonial pedagogy and inquiry, one that invites messy and often uncomfortable intro/trans-spective reflections where conflicting cultural, social and historical locations come into contact. This contact zone effectively compels unsettling dialogue between the colonizer/settler and the colonized, whiteness and color, privilege and marginalization, obstructionist and agency/ally work etc, locations which the authors argue are best understood collectively, relationally, and along a continuum rather than as a fixed binary. The authors present an example of this form of engagement (in the form of a transcultural narrative between an instructor and guest speaker), including the rationale through which it was actualized as well as some of the new inner/understandings that emerged from the inquiry experience. The potential to employ transcultural narrative as a pedagogical process of inquiry is also discussed.
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 | 0.000 |
| 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 | 0.001 |
| 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