COLONIZED CLASSROOMS: RACISM, TRAUMA AND RESISTANCE IN POSTSECONDARY EDUCATION
Bibliographic record
Abstract
In Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education, Sheila Cote-Meek raises a fundamental question: How do/can Aboriginal students and professors contend with ongoing colonization taking place in Canadian university classrooms?To answer the question, the author first examines challenges and dilemmas that Aboriginal groups who are constructed as 'inferior and unintelligent' racialized subjects face in Canadian university classrooms.Not only does the author reflect on some of the dilemmas and challenges faced by racialized subjects, but she also pays attention to the struggles and resistances including thought-out personal strategies in response to racism and violence in university classrooms.The author goes further in her analysis by providing practical advice for teaching and learning about colonization as 'difficult knowledge' in mixed classrooms.Difficult knowledge in university classrooms includes not only the history of colonial violence against Aboriginal people and social trauma, but also individual encounters with such violence and trauma in their lives.To convey difficult knowledge without re-traumatizing the colonizer/colonized relationship, the author suggests transformative pedagogies such as 'communities of memory' as a space where remembrance is valued with community support, 'a holistic model of education' that pays attention to the mind, body, emotion and spirit of a person who experiences violence, and 'red pedagogy' which focuses on the quest for sovereignty, and indigenous knowledge and praxis.One of the significant contributions of Cote-Meek's book is that she constructs a non-linear understanding of history by placing the postsecondary classroom as a space where past, present and future are concurrently alive.In other words, the author emphasizes that history is not a fossilized form of knowledge; rather, it still affects the ways in which the lives of Aboriginal groups are understood and taught in university classrooms.The author emphasizes that colonial violence is not a past product, rather it is still imposed on Aboriginal students' lives in the 1
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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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.003 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.004 |
| 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".