The new knowledge politics of digital colonialism
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
While the impacts of information and communication technologies (ICTs) on society have been extensively studied, the most nuanced research approaches continue to focus on urban geographies in the Global North. There remains a paucity of critical work that focuses on ICT use in Indigenous, rural, and Global South communities. This paper responds to that gap by critically examining how the introduction of ICTs within Indigenous communities can exert epistemic violence against local knowledge systems. It does so through a case study of ICT usage within an Inuit community in the Canadian Arctic. I use a combination of participant observation, archival research, and semi-structured interviews to ask how the introduction of ICTs is transforming knowledge politics that impact Inuit Qaujimaningit (IQ; Inuit knowledge). I find that digital engagement erodes key components of the IQ system, including social practices within Inuit communities, travel outside of the community, and experiential learning while outside of the community. These findings have implications for the study of global digital geographies, applied research within the area of ICT for development, and Indigenous engagements with emerging technologies.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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