A Meta-Analysis of Multicultural Education as a Tool for Colonial Violence in Canadian Schools
Bibliographic record
Abstract
This chapter explores multicultural education in Canada and its implications for the future of Canadian education. This chapter considers how whiteness functions as an orientation for many teachers and school administrators and thus has fostered a whitewashing of curricular documents and teachings. Multicultural education in Canada has fostered white supremacy and forms of colonial violence in educational spaces by preventing possibilities for anti-racism and anti-colonialism under the guise that education is neutral and supports diversity. Through an exploration of the key themes in the literature, this chapter will first examine stereotypes and racial silencing in Canadian curricula; next, it will examine the impact multiculturalism has on Indigenous sovereignty and rights. Additionally, this chapter will explore how multiculturalism masks the invisibility of whiteness in educational spaces and perpetuates a narrative of Canadian innocence and saviorism, particularly in service-learning. This chapter concludes that multiculturalism continues to foster racial injustices in Canadian education systems, and in order to address this, educational officials must examine the harmful impacts of savioristic narratives perpetuated in schools.
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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 | 0.049 | 0.149 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.005 | 0.014 |
| Bibliometrics | 0.011 | 0.020 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".