Bibliographic record
Abstract
Well, y'know, "Black" is definitely something that I learned here in Canada, because in Africa we don't call ourselves or each other Black, or I'm Black, you're Black, we're Black -this Western concept of African-descent people living in a white supremacist world.Because of the history of colonialism and slavery you had this distinction of white people, Black people, and they were put into boxes, and so we as African-descended people took on this word to define us in the face of adversity and the white supremacist world.So something that I learned here in Canada, but eventually I became kind of assimilated and ended up calling myself Black also after years.(RL)This chapter highlights the dialectical construction of whiteness and Blackness within the university setting.I examine how Black students and faculty experience racialization through interpersonal relationships, academic curriculum, and institutional texts and discourses.Rather than suggesting one universal "Black experience" of the university, these varied experiences and conceptions of Blackness speak to the manner in which racialization is further shaped by differences in gender, class, and nationhood.I critically analyse these experiences of identifying and being identified as Black, particularly as they relate to Canadian settler nationalism and higher education.My analysis thus suggests the function of the category "Black" and the institutional imperative of maintaining -while simultaneously denying -this category and its significance.I discuss how, once racialized as Black, students and faculty manage the denigration of Blackness through avoiding and confronting racialized stereotypes shaped by class and gender.The last sections of this chapter highlight how Black people respond with what I term anticolonial identity work: deconstructing racism and racial tensions and barriers, reconstructing themselves as human, and redefining Blackness in politicized terms.5 Being and Becoming Black
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.021 | 0.024 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.014 | 0.001 |
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".