Narrating Colonial Silences: Racialized Social Work Educators Unsettling our Settlerhood
Bibliographic record
Abstract
In this paper, three racialized social work educators unsettle our settled colonial silences as acts of self-decolonization and as a way of responding to the call to action by the Truth and Reconciliation Commission of Canada (TRC). Hailing from the uneven manifestations of global capitalism and coloniality in Morocco, Vietnam, and Ethiopia, we draw on various critical theories to interrogate our unique entanglements with the imperial project of entwined settler colonialism and white supremacy. We narrate our embodied coloniality and how the virulent materiality of global processes of displacement and dispossession plays out in each of our personal stories, everyday encounters, and practices as educators. With the aim of teaching for social justice by modeling, we share the processes of unsettling our colonial settlerhood and puncturing our racialized innocence. Each story addresses three themes: contact and colonial relations with Indigenous peoples of Canada, complicity in global coloniality, and responsibility in responding to the TRC call to action. The first story provides a broad outline of our struggles with the Indigenous/Settler binary created to perpetuate the various forms of displacement and dispossession in settler colonialism. The second story probes the complexities in the Settler category by engaging difference-making as a central technology of dispossession. The third story probes the complexities in the Indigenous category through interrogating the perils and promises of recognition and reconciliation in the context of global hierarchies of nation-states and global Indigenous resistance. We conclude bymoving beyond our divergent trajectories and offering shared critical remarks on the human rights framework, the nation-state framework, and the coloniality of social work.
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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 | 0.009 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.061 | 0.050 |
| Scholarly communication | 0.015 | 0.010 |
| Open science | 0.003 | 0.019 |
| Research integrity | 0.007 | 0.018 |
| Insufficient payload (model declined to judge) | 0.004 | 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".