Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
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.
- Candidate categories
- Metaresearch, Meta-epidemiology (narrow)
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: Not applicableConsensus signal: none
- Genre
- Candidate signal: EmpiricalConsensus signal: none
- Teacher disagreement score
- 0.969
- Threshold uncertainty score
- 1.000
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.014 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
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.
- Teacher spread
- 0.339 · how far apart the two teachers sit on this one work
- Validation status
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
Abstract
Abstract Recent scholarship in sociolinguistics and language education has examined how race and language intersect each other and how racism influences linguistic and educational practices. While racism is often conceptualized in terms of individual and institutional injustices, a critical examination of another form of racism—epistemological racism—problematizes how racial inequalities influence our knowledge production and consumption in academe. Highlighting the importance of the intersectional nature of identity categories, this conceptual article aims to draw scholars’ attention on how epistemological racism marginalizes and erases the knowledge produced by scholars in the Global South, women scholars of color, and other minoritized groups. In today’s neoliberal culture of competition, scholars of color are compelled to become complicit with white Euro-American hegemonic knowledge, further perpetuating the hegemony of white knowledge while marginalizing women scholars of color. Valorizing non-European knowledge and collectivity as an alternative framework also risks essentialism and male hegemony. Conversely, the ethics promoted by black feminism emphasizes a personal ethical commitment to antiracism. Epistemological antiracism invites scholars to validate alternative theories, rethink our citation practices, and develop critical reflexivity and accountability.
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.
The record
- Venue
- Applied Linguistics
- Topic
- Multilingual Education and Policy
- Field
- Social Sciences
- Canadian institutions
- University of British Columbia
- Funders
- not available
- Keywords
- RacismHegemonySociologyScholarshipEssentialismGender studiesFeminismCritical theoryIdentity (music)Critical race theoryEpistemologyPolitical scienceAestheticsLawPolitics
- Has abstract in OpenAlex
- yes