“A Lot of my Day is Spent Looking at Injustice”: Reflections on Decolonizing Teaching and Relationship Building across Difference
Bibliographic record
Abstract
Working toward decolonizing pedagogy involves discomfort, as one pushes back against the status quo, challenging colonial embeddedness in education and meaningfully integrating Indigenous literature and scholarship. In this study, we conducted a thematic analysis of our respective reflections written throughout our involvement in a post-secondary decolonizing pedagogy and syllabi project. This analysis demonstrates our unique positionalities and the importance of working together across difference. We situate our analysis in a discussion of decolonization and consider what it means to be an ally and an accomplice. Then, we present and reflect upon the two emergent themes (1) relationality and (2) emotions, and the subthemes of: (a) frustration, fear, and discomfort; (b) disappointment; (c) time and energy required to do this work; and (d) hope. We conclude by sharing “takeaways” for others to reflect upon as they pursue their own decolonizing curricula efforts.
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 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 | 0.011 | 0.024 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.028 | 0.035 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.003 | 0.011 |
| Research integrity | 0.004 | 0.014 |
| Insufficient payload (model declined to judge) | 0.003 | 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".