Beyond Deconstruction and Towards Decoloniality: Pedagogy and Curriculum Design in SWANA and South Asia Studies in US Higher Education
Bibliographic record
Abstract
Abstract In the United States area studies programs were created to train future generations of regional experts to become policymakers or to work in humanitarian and development aid. These programmes, entangled with US imperial policy, illuminate how decolonising area studies is not solely an epistemological problem for researchers but also an ethical problem for students in higher education, especially among development majors. In this chapter, we consider pedagogical and curricular practices that could contribute to developing a decolonial approach within introductory area studies programs that are designed to support practice-based development majors. We offer approaches that can equip students with the tools to imagine alternative pathways to engage in and with the Southwest Asia and North Africa (SWANA) and South Asia regions in ways that more closely align with a decolonial praxis.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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 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".