Towards Decolonial Praxes in Critical Peace Education for Sustainable Futures
Bibliographic record
Abstract
This paper examines decolonial praxes in critical peace education using philosophical framework of African Conversational School. In the process, it examines: Conversational School of African Philosophy, critical peace education for sustainable futures, the importance of decolonial praxes, conceptual framework for critical peace education for sustainable future, Nigerian educational system and education policies of Federal Republic of Nigeria (FRN), Economic Community of West African States (ECOWAS) and African Union (AU). The paper theorizes that decolonial praxes in critical peace education should be pursued with a combination of local and global cultures (glocalization) for sustainable futures since both cultures have positive contributions to human life. Therefore, the conclusion and suggestions of this paper are partly based on this theoretical position. Introduction of decolonial critical peace education as a separate subject and as objectives in other subjects is the main suggestion and conclusion made.
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".