Decolonizing the University: the Challenges and Possibilities of Inclusive Education
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
<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This article argues for a reframing of the curriculum within the academy in order to make the academy more inclusive and more accessible to a diverse student body. Reframing the curriculum is seen as an aspect of decolonizing the university. Many questions emerge from this argument to include the following: What curriculum informs the education contemporary learners receive and how do they apply this to their academic and work lives? How do educators re-fashion their work as educators and also as learners to create more relevant understandings of what it means to be human and to determine what is human work? What are the limits and possibilities of visions of and counter and anti-visions to contemporary education? How do educators and learners challenge colonizing and imperializing relations within the academy and that influence the academy and its learners? How does curriculum become inclusive through teaching, research and graduate training and how does it make space for Indigeneity and multi-centric ways of knowing? How do we frame an inclusive, anti-racist, and anti-colonial global future and what is the work that is required to collectively arrive at that future? These complex questions, stimulated by my decolonizing curriculum work and experience, are engaged through the body of this article. </span></p></div></div></div>
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 | 0.000 | 0.001 |
| 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 | 0.002 |
| 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