Educational projects for decolonization : anti-authoritarian allyship and resistance education in the Americas
Bibliographic record
Abstract
This thesis covers the topic of decolonizing anti-authoritarian educational spaces in North America. It outlines historical perspectives on anarchist and anti-authoritarian alternative educational movements that are non-coercive and opposed to hierarchy including the free skool, Modern School, unschooling, and the free university. Further, it examines indigenous educational spaces that originate in decolonizing social justice struggles such as the survival schools, intercultural bilingual education, and educación autonoma. The analysis focuses around discursive practices by free skools in producing a vision of freedom and liberation, and enacting a decolonization agenda. The thesis draws on theory by indigenous women, most centrally Sandy Grande and Linda Tuhiwai Smith, as a way of engaging anti-authoritarian education for decolonization with a critical indigenous lens. The first section of analysis consists of content analysis of web-based free skool mission statements. I code for discursive units that refer to forms of freedom and liberation, defined as overcoming oppressions presented by Iris Marion Young in Five Faces of Oppression. The results of this quantitative analysis demonstrate that free skools, in mission statements, have a tendency to prefer addressing labor/consumer exploitation and powerlessness as sites of oppression significantly more frequently than cultural imperialism, the site of oppression where colonialism is enacted. This demonstrates that free skools place a value in their mission statements of discursively engaging a limited vision of freedom and liberation that disproportionately excludes decolonization in envisioning liberation. The second section of analysis focuses on documents such as curriculum, readings, and personal narratives produced for and by decolonizing anti-authoritarian educational projects such as Unsettling Minnesota, the Purple Thistle Institute, and POOR Magazine's PeopleSkool. My engagement with these documents has determined that in many ways these projects find affinity with the work of Sandy Grande and Linda Tuhiwai Smith. In this way, the documents are useful in understanding a theoretically supported anti-authoritarian education for decolonization and in the formulation of future work that can build upon this base.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.009 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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".