The agents of autonomy in decolonising pedagogy: an analysis of autonomy-facilitating approaches to anti-deficit, critical, and culturally responsive education for marginalised women in Ontario, Canada
Bibliographic record
Abstract
This qualitative case study presents an investigation on how three adult literacy educators in community-based teaching contexts are using anti-deficit, culturally relevant and critical practices to engage racialised women in learning processes that counter colonial epistemology. These educators work in Ontario, Canada where policy around adult literacy education prioritises learning for employment in ways that reinforce colonial epistemology by reducing the value of human and environment to serve economic growth. Despite the political-economic contexts that structure adult literacy programming, these educators’ practices engage racialised women in resources and practices that challenge colonial world views and its reproduction as the normative social practice. An analysis of these educators’ practice raises insights into how decolonising pedagogy can be further theorised to speak to the significance of agency in the education process of racialised women and the educator’s role as an agent of autonomy.
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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 | 0.007 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.032 | 0.035 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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; 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".