Indigenous students homeplacing against carcerality
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
To promote collective liberation and social transformation, Indigenous students need educational spaces where they can think and act in caring ways; they need space to direct care towards each other and against policing that criminalizes their movements and spaces. In this article, we draw on bell hooks’s (Citation2007) notion of homeplace as an analytic prism to highlight the need for educational spaces for Indigenous families that are grounded in care and resistance against policing. We examine interviews conducted with Indigenous families on their experiences with policing and safety in schools (Ennab, Citation2022). In this article, we make four interrelated points. First, there is a need for spaces and relationships that allow youth to be free to express themselves and develop friendships based on mutual reciprocity, which we call practicing freedom. Second, the racial targeting of Indigenous students’ homeplaces (or homeplacing activities) forces them to engage in fugitive practices. Third, Indigenous students need educational spaces in which they can be critical of the role of policing in their lives. Fourth and finally, we argue that because schools are structured to reproduce racism, it is important to promote homeplacing practices to support Indigenous students to work toward an abolitionist praxis aimed at dismantling existing institutions and building caring relationships and communities.
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 | 0.001 |
| Science and technology studies | 0.008 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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