Decolonizing Science: Undoing the Colonial and Racist Hegemony of Western Science
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
Decolonization is the complicated and unsettling undoing of colonization. In a similarly simplified definition, science is a structured way of pursuing knowledge. To decolonize science thus means to undo the past and present racist and colonial hegemony of Western science over other, equally legitimate, ways of knowing. This paper discusses the paradigmatic prerequisites and consequences of decolonizing Western science. Only if Western science is toppled from its pedestal and understood in a cultural way can it engage with other sciences at eye level. Such equal collaboration that results in the co-creation of new knowledge based on the scientific method and Indigenous scientific inquiry is what decolonizing science is all about. What it looks like in practice is highly variable as there is no one-size-fits-all approach due to the fact that Indigenous knowledge is rooted in the local, the land. Therefore, decolonizing science is much more a path than a destination. This path, however, will also pave the way to a new multiparadigmatic space. A quick look into the history and philosophy of science reveals that new paradigms have always emerged after a few trailblazers started engaging in a new way of doing science.
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 | 0.013 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| 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