Bibliographic record
Abstract
Popular education has played a central role in Pan-African liberation struggles historically and in the present moment. In the period following African independence, social movements that emerged around and through education in Africa were informed by and in dialogue with related decolonial movements of the Global South. However, the specific contributions of Pan-Africanist revolutionaries to the broader philosophy and praxis of education for liberation is often under-appreciated. This paper explores this impact through Paulo Freire’s political and intellectual engagement with Pan-Africanist popular education movements, radical intellectuals, and broader revolutionary struggles. In considering Freire’s work in dialogue and practice with African revolutionary thinkers, this paper shows that, while Freire shaped elements of liberation education in Africa, he was also deeply shaped and influenced by the historical conditions of the time and key African revolutionaries who were struggling towards similar objectives. Additionally, we explore the continued salience of Freirean educational praxis in contemporary Pan-Africanist social movements, through the example of a present day online pedagogical experiment, the Pan-African Activist Sunday School and Solidarity Collective.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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; a candidate call from one teacher head, 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".