Towards an anti-colonial feminist justice: The resistance of young Black women in Amiskwaciwaskahikan/ Edmonton
Bibliographic record
Abstract
This paper examines the experiences of young Black women living in Amiskwaciwaskahikan/ Edmonton and the interlocking of capitalism, (settler)colonialism, patriarchy, and neoliberalism on their lives. Structural, institutional, and systemic inequities result in the devaluation of participants’ education and work experiences, low feelings of belonging to Canada as well as their countries of birth, continued marginalization as a result of lack of class and “race” privileges, the devaluation of their formal Canadian education which also acts as a barrier to participating in Canadian social, political, and economic life, and the role of capitalism and colonialism in invalidating the experiences and knowledges of those of African descent, even when their education credentials and employment experiences are within the Canadian context. Yet, shared experiences of colonial subjugations also unify women in their resistance to economic, political, and cultural exploitation. This study has illustrated that for young women of African descent living in Amiskwaciwaskahikan/ Edmonton, their systems of knowing, seeing, and being in this world, of how they respond to their experiences and lives are drawn, in part, from their understandings of a collective sense-making rooted in a shared pursuit of justice.
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 | 0.002 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".