A Systematized Review of Anti-Racist Pedagogical Strategies
Bibliographic record
Abstract
Racism permeates postsecondary language classrooms around the world which affects the experiences and learning outcomes of language students, namely those who study English as an additional language and English as a foreign language, referred to as additional language learners (ALLs), English as a second language (ESL), or English language learners (ELLs). Through an interrogation of the connection between race and language instruction, this chapter discusses anti-racist practices that interfere with language teaching in higher education. It presents a systematized review that aims to critically examine existing literature on the interrogation of racism within higher education with a focus on anti-racist pedagogical strategies. Critical Race Theory (CRT) guides the analysis and highlights the underlying power structures and systemic racism that shape language education. This review finds evidence of epistemological racism, linguistic biases, White supremacy, and English language dominance in the higher education language classroom. Recommendations for teacher practice are made.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".