Student-centered, “embodied inter-referencing” as antiracist and anticolonial pedagogy
Bibliographic record
Abstract
Abstract This article reflects on an experimental pedagogical approach I developed in a Japanese literature course that examines sex, gender, and sexuality in response to institutional and epistemic racism that exist in university in Canada and in the specific context of the COVID-19 pandemic when the number of anti-Asian hate crimes rose at an enormous rate in the city where my university is situated. Building on the intellectual movements of “Asia as method” and “diaspora as method” my project attempts to move beyond the convention of studying Asian culture by referencing western theory, knowledge, and experience. More specifically, I developed an assignment called Peer- Engaged Embodied Reflection Journal where students discuss what they learned from Japanese literature by referencing their own, local experiences and engage in peer interactions in small groups. In this article, I discuss the effectiveness of my pedagogical approach based on the classroom study conducted in the fall of 2020 and the spring of 2021, semi-structured interviews with teaching assistants (TAs), and my own teaching experience. Based on my qualitative analysis of student engagement with the assignment as well as TAs’ and my grading experiences, I conclude that recentring student experience and peer engagement produces meaningful sites for decolonial and antiracist pedagogy while teaching Japanese modern literature in a Canadian institutional context.
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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 | 0.001 | 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) | 0.003 | 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".