Bibliographic record
Abstract
In the form of foundational material required to understand decolonial thinking, this article is organized in four parts. The first section discusses the connections between decolonial thinking and other social movements; decolonial thinkers build on the insights of previous discourses and social movements, even while further developing them. The second section shows how decolonial thinking includes a radical theoretical reframing of our understanding of modernity, its emergence, and its connection to the Western European colonial project. For decolonial thinkers, modernity is predicated on domination and colonization and cannot be understood unless viewed from the perspective of its underside. The third section demonstrates that the adoption of a decolonial theoretical frame means an epistemological reconfiguration and challenging of Western European and Anglo North Atlantic forms of knowledge as the most developed expression of human “advance.” Instead, they engage in the act of reclaiming the forms of knowledge of the other peoples and cultures of the world. The fourth section suggests the Latina/o theological notion of mestizaje as a concrete example of how in different contexts decolonizing impetuses are emerging. Crucial here is the emphasis that while the use of mestizaje in theology resonates with decolonizing impetuses, it predates its theoretical articulation.
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 | 0.001 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 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".