Bibliographic record
Abstract
This thesis explores the transition between an imperial and post-colonial world by assessing the intellectual and political education of post-colonial leaders from India, as well as Africa, the West Indies and Canada, who studied at the London School of Economics and Political Science [LSE]. The period under scrutiny, from the end of World War I to the early 1950s, witnessed an increasing number of students from British colonies studying in UK universities, with LSE in particular becoming one of the most diverse in the country. At the same time, a number of factors combined to make LSE a fruitful place to examine the larger themes of higher education’s place in late imperial history, the intellectual background of post-colonial leaders and the role of internationalism in nationalist movements. This includes the expansion of LSE’s faculty to include the Marxist Professor of Political Science Harold Laski [1926-50], who developed close relationships with colonial students, the School’s leading role in the research and teaching of the social sciences and its location in central London, which positioned it within walking distance of myriad organisations that offered students the opportunity to network with co-nationals and peers from other colonies while actively engaging in contemporary debates. The overarching argument is that the classes and political experiences overseas students at LSE were offered promoted graduates inclined towards particular varieties of internationalism, socialism and a belief in the power of the social sciences to transform society by facilitating expert advising and planning. In doing so, LSE was both highly progressive but also less radical than previously thought, demonstrating consistency with nineteenth and early twentieth century notions of the imperial ‘civilising mission’ and reformed liberalism.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.011 | 0.011 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".