The master's tools will never dismantle the master's school: Interrogating settler colonial logics in language education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Racialized students are overrepresented in special- and English-learner education programs in the United States. Researchers have pointed to implicit bias in evaluation tools and evaluators as a cause resulting in calls for more culturally competent/relevant practices/assessments. However, this paper argues that racial overrepresentation is reflective of larger settler colonial frameworks embedded in linguistic standards that continue to drive education and language ideologies/practices globally but especially in U.S. schools. First, through an analysis of an orthoepic test used during the Parsley Massacre of 1937 on the island of Hispaniola, I present how the evaluation of accented language has been used to racialize and pathologize people. Secondly, through a comparative analysis of bilingualism in the U.S. and Canada, I show how linguistic variation is only devalued when it emerges from marginalized communities, affirming the white normative gaze as a mechanism for maintaining inequitable power structures. Finally, the paper presents how these logics are present in current manifestations of bilingual education. By indicating how racially, physically, and/or neurodivergent people are othered, this paper calls on the decolonization of applied linguistics in order to effectively address the over- and disproportionate representation of Black, Indigenous, and/or Latinx students within special- and English-learner programs.
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.
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 | 0.002 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 it