Curriculum against the state: Sylvia Wynter, the human, and futures of curriculum studies
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
At stake in contemporary US racial tensions is a struggle over the meaning of being “human.” By drawing on black feminist theories of being human as verb, and minority discourse critiques of humanism, the paper links racialization to apparatuses of humanization that emerge in early modernity including slavery, colonization, capitalism and environmental devastation. This paper takes up Sylvia Wynter’s differentiation between the human and man to examine recent critical public pedagogy projects – especially the public syllabus projects emerging around the death of Michael Brown in Ferguson, MO; the Charleston, SC church bombing; the Idle No More movement in Canada, and the movement to stop the pipeline construction in Standing Rock, ND. The examination attends to how the “human” has been defined as a being with a race, and to how this definition of being “human” operates in the service of white supremacy. What the syllabus projects really requires of us, then, is not a curriculum geared toward the lesson that black and Indigenous citizens are humans too, but a collective grappling with the need for new ways of being human– ones not defined by whiteness, ones that can only be articulated in common.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 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