Bibliographic record
Abstract
This article utilizes internal colonial analyses to explore and understand the difficult educational conditions students from peasantry background experience in Zimbabwe’s universities. The article proposes that the subordinate position and related educational experiences of peasantry students since the year 2000 are exploitative and to the advantage of the elite to such an extent that peasants are an internal colony. The analysis is informed by critical anti-colonial perspectives that observe the hegemonic tendencies of global and local capital in collusion with dictatorial elite nationalists. By use of a critical interpretive case study of purposefully sampled students and other relevant members of the university community from one public university, disturbing student experiences were excavated. Student narratives and experiences were analyzed using the constant comparative method and led to the conclusion that there is internal colonialism in Zimbabwe where an alliance of the state and the local and global corporate world are colluding to maintain their economic and political dominance. The article challenges those in education and academics that there is need for the decolonization of education by first identifying contemporary hegemonic forces and recognizing students from the peasantry as victims of the emerging kleptocratic capitalism.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.009 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".