The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality
Bibliographic record
Abstract
By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.
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How this classification was reachedexpand
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 | 0.005 |
| 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 | 0.007 |
| 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
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".