Bibliographic record
Abstract
In this representational chapter, we aim to achieve several objectives. First, we name the ways in which children have been excluded from both critical disability and postcolonial studies. This denial and omission have had grave implications and perpetuated silence around disabled racialised childhoods. Second, we deconstruct and unpack the ways in which the ongoing colonial project has served to oppress and marginalise disabled Indigenous families while, at the same time, creating contexts and conditions that are disability-producing. Third, we unpack the ways in which disability meanings among Indigenous people may differ significantly from Euro-centric understandings of health, disease, disability and illness. Fourth, we outline the contributions that stories and the disability justice approach may have for opening up new research spaces that are attentive to the dire need to de-centre whiteness from the systems, practices and policies of everyday life. Finally, we discuss what decolonised health care spaces for Indigenous disabled children and families might look like. Our writing collective includes a racialised first-generation Canadian of South African ancestry (Fiona), two Indigenous Anishinaabe-Kew women from Wilwemikong (Dyan) and Nipissing First Nation (Madalyn), as well as a Canadian white ally scholar who is a parent to a disabled child (Ronald).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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; both teacher heads agree on what is shown here.
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".