Radical Critical Policy Studies: Situating Racialized Personhood within Decolonizing Policy, Knowledge Production, Self-Reflexivity & Positionality/Social-Location
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 addresses weaknesses in critical policy studies (CPS), by proposing we move toward adopting radical critical policy studies (RCPS) theory and empirical methodological approaches. This moves away from the euro-centric colonized/colonizer dichotomy, decentering whiteness/white gaze and situates racialized personhood at the center of decolonizing knowledge production. RCPS’ intervention forces racialized academics/researchers to be cognizant of how although we navigate our own oppression/colonization within colonial institutions (academia, the state) we are not immune to reproducing this same system of harm we wish to dismantle by using Colonial Logics (the colonizers tool of whiteness, performative colonialism, systemic oppression and harmful practices) and engaging in Colonial by Proxy (see Diagram 5). We expand on RCPS with the concept of Decolonizing Self-Reflexivity and Positionality/Social-Location (Diagram 3, Decolonizing Self-Reflexivity and Positionality & Social-Location Checklist tool) with the aim to hold ourselves accountable to higher standards, to be more critically self-aware of the complex duality of our privileged social-location/positionality, while de-colonizing our self-reflexivity with an active duty to prevent the reproduction of systemic performative colonialism throughout policy-making (as policy-makers) or in academia.
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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 | 0.003 | 0.130 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.007 | 0.005 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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