Disrupting the Settler Colonial University: Decolonial Praxis and Place-Based Education in the Okanagan Valley (British Columbia)
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
This article demonstrates how decolonial Placed-Based Education can disrupt a settler colonial academic status quo. We begin by situating our analysis in the unceded Syilx Territories of the Okanagan Valley (British Columbia, Canada) and proceed by illustrating how both taken-for-granted colonial epistemologies and banal exnominations of white supremacy remain orthodox within mainstream Canadian higher education. We next define “decolonial praxis” by drawing from insights offered by critical feminist, anti-racist, and Indigenous scholars and community organizers before moving into a summary of how we embraced theories and strategies of decolonization coupled with Place-Based Education in an introductory Gender and Women’s Studies course. We conclude with our response to the ongoing exclusions being reproduced by neoliberal universities that result from the primacy they grant to Western knowledges and rationales. The piece reveals how decolonial place-based methods can be leveraged against settler colonial institutions, discourses, and logics to unsettle their claims to legitimacy, land, and authority over learning.
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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 | 0.002 | 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 | 0.008 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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