Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article documents ongoing encounters with colonial violence throughout education by offering a glimpse into the ways I experience this as a racialized faculty member who teaches courses related to anti-Indigenous racism. It extends Indigenous Maternal Pedagogies and engages theorists who identify colonial violence as structurally embedded throughout education. This article advances curricular moves toward justice through Indigenous Maternal Pedagogies to explore the lessons that can be gleaned from teaching a graduate seminar on colonial violences in education. The course served as a pedagogical site for critical and unsettling conversations as students were prompted to reckon with their own positionalities as they relate to settler colonialism, consider how violence happening outside of classroom spaces is manifested and reproduced in schools, and think critically about educational responses to ongoing colonial violences. By enacting Indigenous Maternal Pedagogies, the course also became a site for liberatory praxis through the co-creation of an ethical space for engagement. The intention of the course was to prompt socio-political action beyond the classroom. Moreover, extending bell hooks’s sentiment that the classroom, despite its limitations, remains a site of possibility, Indigenous Maternal Pedagogies transcend classrooms spaces, as sites of resistance, to call for the change our current political moment demands.
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.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| 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 it