Decolonizing English: a proposal for implementing alternative ways of knowing and being in education
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
There is a need to decolonize English in order to reframe our relationships with fellow beings and our environment. English can frame water or oil as infinite, uncountable nouns , a tree as an inanimate, unconscious being, traditional and respected territories as wasteland, and animals as wildlife. With the current climate crisis, we know that these categorizations fall short and can normalize environmental racism and injustice. A more equitable and sustainable way to use language would be to question the worldview or belief system that informs “ecologically destructive” assumptions and perceptions. The English language also carries a colonial and assimilationist legacy. In many cases, this colonial history is omitted in our history books or plainly avoided in many forms of curriculum. The danger of ignoring this legacy resides in the human exceptionalism, or “epistemological error”, which dominates the current mainstream Western worldview, colonial education, and the English language. This paper proposes decolonizing the English language and exemplifies how we can do this and why we should learn from and implement ecocentric worldviews, such as those which are Indigenous.
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 | 0.000 |
| 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 | 0.000 |
| 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