Building inclusive democratic engagement: Incorporating interracial-communication pedagogy into public-participation instruction
Bibliographic record
Abstract
Building interracial communication pedagogy into instruction in public participation is essential for democratic learning in multiracial societies, since racial inequality—rooted in histories of colonialism, enslavement, and segregation—continues to structure democratic participation in postcolonial nations. After reviewing the literature on interracial-communication pedagogy in public-participation instruction, this paper sets out an original theoretical framework—consisting of consciousness raising; storytelling and reflection; the empowering, challenging, and protecting of learners; skill building; and utopianism—for analyzing interracial-communication teaching strategies in the context of public-participation trainings and courses. That framework is then applied in a comparison of interracial-communication instructional practices—and challenges implementing those practices—in South Africa, the UK, and the U.S. Results indicate that the theoretical framework is generally congruent with the observed teaching strategies. The results suggest the value of cross-national comparisons of interracial-communication pedagogical practices in the context of public-participation instruction. In addition, this study indicates that incorporating interracial-communication teaching strategies into trainings and courses in public participation can prepare students and community members for active participation in more inclusive democratic societies.
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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 | 0.001 | 0.002 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".