The enduring effects of colonialism on education: three praxes for decolonizing educational leadership
Bibliographic record
Abstract
After the resurgence of recent movements such as Why is my curriculum so White, Rhodes must fall and Black lives matter, educational decolonization has been a focus of scholarly discussion, but it is not clear from where decolonization of education should start and who should start it. Since educational policies have largely ignored the history of colonialism and racism, educational leaders, who are at the forefront in implementing them, are confronted with public desire expressed through decolonization movements and workplace realities they face in day-to-day basis. In this conceptual paper, drawing on some of the original decolonial thinkers mainly Fanon, Said and Mignolo, I conceptualize that political-economy, racial and epistemic dimensions of colonialism have continuously guided education system of the global South, which refers not only the developing countries but also the marginalized communities of the developed countries. By presenting a conceptual model, I discuss that educational leaders can contribute to the decolonization movement by using three leadership praxes: critical, antiracist and cosmopolitan.
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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 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.078 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.002 | 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".