Reclaiming Narratives - Muslim Women Navigating Activism in Educational Research Implications and Recommendations for Educators
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This chapter delves into the intricate dynamics of activism within educational research within the context of resistance and justice within settler-colonial states from Turtle Island and beyond. Drawing inspiration from Eve Tuck's (2010) concept of shifting from damage-centered research to desire-based research and Sara Ahmed's (2010) work on embodying what it means to be a killjoy, we endeavour to confront and address prevailing tensions we face as visibly identified Muslim women researchers and educators. We position ourselves to navigate the complexities of our lived experiences and advocate for justice in the current climate. We come together from Pakistani and Palestinian familial lineages to share our lived experiences and specific testimonies of ‘othering’ in educational research and activism. Using an anti-colonial and desire-based framework, we explore the framing and tensions of Orientalism and the struggle against it. We also contemplate our identities, positionalities and stances within educational research. Drawing strength from Indigenous cultures and Islamic philosophies, we seek to advocate for disruption, refusal and subversion, essential to activist research. We conclude with implications for educators, universities, researchers, schools, communities, and beyond. We aim to illuminate the paths we navigate as activist researchers, harnessing our collective experiences and reframing the research approach through a desire-based approach.
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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 | 0.002 | 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 | 0.000 |
| 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 it