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 qualitative content analysis examined the colonized and decolonized elements of the English curriculum for pre-service teachers in the Philippines, grounded in postcolonial theory and critical pedagogy. Through the analysis of 20 syllabi, the study aimed to (1) identify colonized and decolonized curriculum aspects, (2) explore factors influencing these elements, (3) assess the extent of colonization and decolonization based on challenges, practices, and gaps, and (4) propose a more inclusive curriculum. Findings revealed that the curriculum remains shaped mainly by colonial legacies, favoring Western literary canons, monolingual English instruction, and standardized assessments. Nonetheless, emerging decolonial efforts include the integration of local literature, multilingual pedagogies, and culturally responsive strategies. In response, the study proposes a Decolonized English Curriculum centered on localized content, translanguaging, and context-based assessments to develop culturally rooted yet globally competent educators. It recommends that pre-service teachers be trained in multilingual and culturally responsive approaches; teacher educators incorporate indigenous knowledge and student-centered pedagogies; and academic leaders and policymakers institutionalize inclusive, context-sensitive curriculum reforms aligned with both global standards and local realities.
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.
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 | 0.001 | 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 | 0.000 |
| 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