Bibliographic record
Abstract
Drawing inspiration from decolonial frameworks, this chapter explores the prospects and challenges of persuasive dialogue directly with allies in power to foster positive transformations in the fight against oppression and multiple levels of systemic racism. Ultimately, the goal of decolonization is not to reject euro-western science entirely but rather to challenge the presumptuous assertion that it is the sole legitimate form of knowledge. Thus, alternative worldviews may still need to demonstrate some degree of alignment with the existing system and with each other. To illustrate its potential utility, the case of submitting a proposal for Islamic Counselling Psychology as a locally developed course in Alberta, Canada, is put forth. This course is built on the foundations of Indigenous ways of knowing and being, to be taught at varying levels of education demonstrating convergent and divergent credibility between all three epistemic communities. However, it is through persuasive and respectful dialogue among different epistemic communities that we can foster a more gradual and practical approach to decolonization and inform curriculum development for education in general and Counselling Psychology in particular.
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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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.031 | 0.003 |
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".