“The light made us uncomfortable at the beginning, but we don’t want it to turn off again”: On decolonization and global health teaching
Bibliographic record
Abstract
My first global public health job as a newly graduated midwife in Iran during the 90s involved taking part in several collaborations in the field of family planning and reproductive health between the Ministry of Health and the United Nations Population Fund (UNFPA). Through those programs I was introduced to South-South cooperation and exchange programs between Iran and some other global South countries. At the time, the country's postrevolutionary, strong anti-imperialist and decolonial policies (which faded away over time) across different sectors encouraged local capacity-building and knowledge creation in general and in the health sector in particular. During those experiences, there were ample opportunities to sit not only with subnational health workers and policy makers, but also counterparts from other Southern countries (e.g., Indonesia, Pakistan, or Turkey) and discuss our shared experiences with reproductive health policies and interventions. Within the South-South cooperation initiatives, we produced culturally sensitive health literacy materials or discussed nuances in global initiatives across the globe that may or may not be customized and localized to our specific contexts. The less hierarchical nature of those collaborations made it possible to openly discuss hurdles, create alternative solutions, and learn from one another. Despite the challenges and drawbacks of those programs, which are beyond the limits of this reflection, this was in practice my 101 applied course on a decolonial 1 approach to policy making in the area of global public health.
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 | 0.002 | 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 | 0.002 | 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".