Reclaiming the radical roots of adult education: Toward community‐based anti‐racism education through participatory action research
Bibliographic record
Abstract
Abstract In this article, we revisit the radical roots of adult education for social change by developing community‐based anti‐racism education through participatory action research. Drawing on critical race theory (CRT) as its theoretical framework, we incorporate principles of participatory action research (PAR) to conceptualize community‐based anti‐racism education where community members and academics collaborate as equal partners throughout the process. Three key features emerged out of this analysis to characterize this approach: using people's lived experiences as an entry point to understand contemporary forms of racism, underscoring the importance of participation at the grassroots level, and prioritizing an action‐oriented feature of community‐based anti‐racism education. By combining synergies between CRT and PAR, this approach has the potential to contribute to facilitating collaborative, equitable partnerships in practicing anti‐racism education in diverse communities and enabling action‐oriented anti‐racism education as a site of advocacy, emancipation, and institutional practice for social change.
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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 | 0.083 | 0.035 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.047 |
| Scholarly communication | 0.009 | 0.009 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".