A Pedagogy of Solidarity: Indigenous, Refugee Women and Women with Intellectual and Psychosocial Disabilities and Structural Violence
Bibliographic record
Abstract
Strategies to-date have been ineffective in curtailing violence against Indigenous and refugee women and women with intellectual and psychosocial disabilities in Canada. Such strategies aim to address the manifestations, rather than the foundation of the problem, namely, the relationship between capitalism, patriarchy, poverty and violence against women. Motivated by the need to address the persistent violence against these populations of women, this research offers the theoretical and practice foundations for a critical-feminist pedagogy of solidarity that would unite these groups of women to challenge structural violence. The research design employs secondary research and the primary qualitative data collection methods of focus groups and semi-structured key informant interviews. A marginalized women’s solidarity aims to refute uncritical understandings of why violence occurs, recognizing that how we understand violence informs the types of strategies we develop to address it. The findings purport that it is imperative that this feminist solidarity be exclusive to grassroots women from these specific populations, to avoid dominant ‘white’ and middle-class distractions, encouraging a narrow focus on the core structural inequities that maintain oppressive relations. The learning and critical engagement pedagogic processes aim to support women to think through the contradictions between women’s material reality and hegemonic messaging from the state. Theatre and film is highlighted as an effective tool to use in the engagement process. Solidarity learning can lead to a local to national community development strategy, led by grassroots marginalized women working on a common local need. This strategy supports local lead activities to expand nationally, resulting in a growing presence of marginalized women’s issues and dreams. The study concludes with a call for a transnational marginalized women’s solidarity that nurtures a shared understanding of structural violence against women with the aim of enacting global actions.
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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 | 0.008 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.031 | 0.023 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.002 | 0.022 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".