Bibliographic record
Abstract
The intention of the study is to come into a better understanding of the way in which the Diasporic body comes to know and understand its subjectivity within the governing contemporary public sphere. I suggest that this knowledge is diverse and that it can assist us to re-conceptualize learning in the context of schooling and education. I am interested in this seemingly mundane thing of ‘blackness’ and the way in which the signifying power of ‘blackness’ has come to constitute the conditions of possibility for the formation of a certain humanism. I trace somewhat abstract historical trajectories in order to better understand how contemporary everyday Diasporic life comes to be classified, organized, self-regulated and inscribed through particular intersections of race by way of gender, ableism, class, and sexuality. I seek to ascertain ways in which race is interpreted as the ‘Truth’ in order to impute the ethic of colonialism onto the Diasporic body. \nWith this study my interest concerns understanding my lived experiences within the context of Diaspora and about how I come to make sense of race/racism/blackness through the cultural location of the colonial West. I am seeking to understand how, at certain moments, abject bodies of the Diaspora become predisposed to socialize in specific ways through these protean subjectivities. My interest involves coming to know critical pedagogies immanent to African Diasporic spaces that are germane for re-imagining schooling and education. I am interested in the school as a Diasporic space, the pedagogical and instructional implications for the teacher/educator, and about the ways in which meaning is made of Diaspora. I am suggesting writing Diaspora for schooling and education presents alternative ways of making sense of one’s subjectivity, citizenry, identity, about coming to know and understand how belonging, power and privilege come to be inscribed within the governing nation-state.
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.
How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.029 | 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 teacher head, 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".