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
Dominant social work approaches are increasingly problematized. In many contexts mainstreamed social work practices and knowledges are inappropriate and eclipse alternative ways of knowing, being, and doing. Moreover, dominant approaches, promoted through professional imperialism, may be harmful, perpetuating colonial perspectives, ignoring structural conditions, underlining social control, and advancing decontextualized individualism. In order to become relevant to local populations, social work must build on traditional helping strategies and use contextualized worldviews/knowledge(s) to shift focus to parochial concerns. The authors explore alternative social work paradigms, paying attention to Indigenized, Indigenous, culturally authentic, local, developmental and decolonized models. The authors then conceptualize contextualized social work. This synthesized approach allows for the centering of Indigenous/local knowledge(s), an engagement with the impact of colonization and oppression, and responsiveness to local conditions. The authors consider specifically contextualized social work education, noting emergent literature regarding practice exists, but less so in the area of education. The distinguishing features of such education are highlighted, and policy supports identified. It is recommended that contextualized social work education be promoted to ensure future social work practitioners are able to work in a meaningful, relevant and respectful manner in all contexts.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.017 | 0.004 |
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