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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.007 | 0.013 |
| Scholarly communication | 0.006 | 0.008 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.028 | 0.012 |
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".