Bibliographic record
Abstract
A key aspect of colonialism involves taking the values and practices of the colonisers' culture and imposing them on those of the colonised.This inevitably leads to inequities.As well as introducing systems that can run counter to the needs and experiences of the colonised, it also establishes a power structure with the colonisers at the top.Colonialism continues to cast a shadow over many nations of the world, perpetuating injustices.At the University of Saskatchewan, Dr Geraldine Balzer is working to address these injustices through one particularly powerful tool: teaching."Current and traditional pedagogies grow out of Eurocentric educational traditions," says Geraldine."In the Canadian context, these evolved from the British and American educational systems."Such systems prioritised literature from their respective traditions, which were principally authored by white men from wealthier backgrounds."This set of literature became known as the school canon," says Geraldine."The school canon validates specific ways of existing in the world, centres on white middle-and upper-class values, and normalises a hierarchical, patriarchal structure." ImpactsThe use of the school canon when teaching literature leaves many students feeling their own experiences are going unrecognised."The most significant impact for students is that they do not see themselves represented in these texts," says Geraldine."In the school canon, the central characters are usually white and male.Any other characters are rarely in positions of power or autonomy."For instance, female characters are typically secondary, fulfilling traditional roles such as caregivers, while BIPOC characters are often in subservient roles."If racism is ever confronted, Current teaching methods in many nations across the globe tend to stem from Eurocentric traditions, which can be at odds with the communities and experiences of the students and teachers involved.Based at the University of Saskatchewan in Canada, Dr Geraldine Balzer is advocating the introduction of alternative methods and materials that give a broader worldview.These can support the deconstruction of the systemic ills of colonialism, helping upcoming generations to appreciate diversity and address injustices.
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.011 | 0.020 |
| Scholarly communication | 0.007 | 0.008 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.024 | 0.005 |
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".