Bibliographic record
Abstract
It is not the inherent responsibility of racialized people to educate white people about race or to "fix" the university.Nor, recalling the questions of the youth quoted at the outset of this book, do we study and teach within "white" universities to "impress white people."Black people attend McGill for a variety of reasons reflecting the wide range of cultural, class, national, political, and personal interests, commitments, and ambitions that we bring to academia.For well over half a century, universities have been sites of intense struggles, and Black students and teachers have often been at the forefront of social and political organizing and activism.The structures and practices of the Canadian university are deeply reflective of the settler colonial foundations of the nation, and the university remains deeply implicated in white settler nationalism and the transnational politics of globalization and neoliberalism.As this study demonstrates, the experiences and insights of Black students and faculty members across social, cultural, and political differences reveal the functioning of interlocking power relations of colonialism and racial capitalism, exposing the falsehoods of liberal ideology and myths of Canadian multiculturalism.Rather than "getting" an imagined "plethora of knowledge" from experts at podiums within the classrooms of the idealized elite university, there is a Black radical tradition at McGill, however small in scale, of students, faculty members, and activists committed to social justice coming together in dialogue and action to co-construct knowledge across disciplinary interests and activist campaigns.This work happens in a countless range of collective settings: in the offices of student groups and professors and the offices of the Daily; at the campus-community radio station, in local parks and cafés; in local Black community centres; at conferences and congresses; in one another's homes; in street demonstrations, rallies, and direct actions; occasionally, in classrooms.As Conclusion: Towards Informed Decision Making
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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 | 0.071 | 0.110 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.006 | 0.022 |
| Scholarly communication | 0.025 | 0.017 |
| Open science | 0.007 | 0.015 |
| Research integrity | 0.014 | 0.013 |
| Insufficient payload (model declined to judge) | 0.043 | 0.012 |
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".