Bibliographic record
Abstract
This collection is an outcome of teaching a course on cultural knowledge and colonial education for eight years. The course has created space for critical dialogical engagements with educators, learners, activists, and students involved in the process of reclaiming their Indigenous knowledge or making sense of their Indigeneity. A key to the many dialogues during class discussions has been to move the learning debates beyond the halls of academe or beyond goals of bringing about change that focus on issues of cognition, inclusion, discrimination and integration, to an emphasis on critical self-reflexivity that would allow for the interrogation of individual beliefs, values, biases and hence, work towards uncolonizing the mind. The dialogues have taken into account the social, political and cultural changes that impede transformation, and have called for a rethinking of the dominant seductive ideologies that serve to marginalize other people’s ways of knowing. The course readings have pointed to different ways of conceptualizing and engaging in transformative learning and uncolonizing procedures. The readings attempted to challenge the status quo and offer alternative ideas and interpretations that allow for the dismantling of the persistent ambiguous connections between the known and the unknown; the self and the constructed other.
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 | 0.001 | 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 | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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 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".