Decolonial and antiracist teacher education practice: Challenges and alternatives
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
Abstract Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of people from diverse backgrounds, perpetuate colonial oppression of Indigenous peoples, and undermine our relationality and respect for land and environment. While decolonial and antiracist approaches envision the construction of more just societies and human relations, some caveats need to be addressed and overcome. These include the tendency to conflate decoloniality with social justice, which leads to neglecting the ongoing colonial oppression experienced by Indigenous people; scholars’ complicity with the neoliberal pressure and competition that exacerbate the theory–practice gap; the misconception that North American justice discourse is universal; and injudicious participation in cancel culture as an exclusive approach to promoting a social justice agenda. We advocate for more open, contextual, and restorative practice by centering the intertwined synergy of teacher identity and critical reflexivity in teacher education and, simultaneously, demanding that our institutions take equal responsibility for transformation.
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 | 0.000 | 0.001 |
| 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) | 0.000 | 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