Emphasizing Multicultural and Anti-racist Pedagogies as One Aspect of Decolonizing Education
Bibliographic record
Abstract
Learning diverse languages, cultures, and communicating with different nationalities within a schools’ environment helps students appreciate the multi-ethnic nature of our world. They also help them realize the inherent values, beliefs, morals, and principles of the cultures they meet. In Canadian history, multiculturalism is a vital component in its existence. According to the World Migration Report (2017), Canada is considered one of the leading countries in international migrants (Report, 2017, p. 18). These various cultures and ethnicities deserve special attention; recognizing their influences, impacts, and inspirations on the cultural life of communities are critical. This paper discusses how multicultural and anti-racist pedagogies can be used as one of the elements of decolonizing education. Furthermore, the paper studies the role of colonialism in today’s education and suggests several recommendations in order to prevent racism in the educational system. Incorporating members with diverse cultural practices, beliefs, and contributions are critical. Supporting them to live, work, and communicate with other groups in society may ultimately assist in developing more cohesive and productive communities.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.007 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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".