Kyle P. Steele, Making a Mass Institution: Indianapolis and the American High School
Bibliographic record
Abstract
While contributors in this collection do not provide readers with a rigid list of actions to disrupt whiteness, readers are invited to recognize the myriad enactments of whiteness, deleterious effects of intergenerational trauma, their complicity in perpetrating racism and colonial violence, and their responsibility to redress the ongoing denigration of Indigenous peoples.As the editors maintain, "readers are challenged to grapple with deeply embedded assumptions regarding where and with whom the responsibility for change is located" (12).This collection makes an important contribution to scholarship on white settler colonialism and anti-Indigenous racism.The counter-narratives interwoven across the chapters expose a settler colonial regime characterized by genocide, ongoing violence, and deeply entrenched racism and its detrimental effects on generations of Indigenous peoples.Beyond these rich narratives, there is an earnest call to professionals in various sectors to "unlearn entrenched colonial scripts" (253) and grapple with the ways in which they have benefited from colonial violence.Authors provoke some of the contentious and mixed emotions well-meaning white women may experience, including assuming the stance of white savours.Some may also assert their expertise of Indigenous knowledges and ways of knowing yet have done little to interrogate their own complicity.The editors reminded individuals and institutions alike that they must extend beyond current diversity and inclusion or implicit bias training, which often centres whiteness.As the editors assert, these trainings "often lack a foundational analysis of white settler colonialism and the unequal power dynamics that continue to negatively impact Indigenous Peoples" (252).This edited collection serves as a rich source of knowledge for those who wish to better understand the devastating consequences of anti-Indigenous racism, how the so-called helping professions contribute to and maintain systems of injustice against Indigenous people, and actions they can take to thwart injustices against Indigenous peoples and communities.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.018 | 0.005 |
| Scholarly communication | 0.012 | 0.006 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.016 | 0.003 |
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 source (direct Gemma or distilled Codex), 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".