Bibliographic record
Abstract
Univerity of Tarapac).This is the first time that JCIHE is offering abstracts in English, Portuguese, Spanish to reach new audiences.In critical internationalization, the benefits, trajectories, and foci of the field of internationalization of higher education (IHE) are questioned.A decolonial perspective shows that IHE is not always positive as it can perpetuate harmful and unequal contexts that institutionalize colonialism via superiority of the North, whiteness, and the use of English as the language of discourse.The Special Issue advocates for a decolonial lens that positions Global South narratives as unique and informative.A call for action is made to re-frame IHE from the perspectives of those from the Global South.Yet, as the articles in this Special Issue show that even with critical and decolonial intentions, IHE theories, applications, and discourse are still entangled within coloniality that influences frames of reference and practice.The special issue calls for a new framework that acknowledges that colonial patterns exist and for HEI actors to use their resistant and transformative capitals to transform colonial narratives.In addition, the articles in the special issue advocate for spaces to encourage dialogue from diverse perspectives that explore the roots for future transformative change.In so doing, the special issue provides a call to action for a new IHE that is designed for and celebrates the Global South.This results in what da Silva, Martinez and Chiappa refer in this Special Issue to as Critical Hope.
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 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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.016 | 0.022 |
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; both teacher heads agree on what is shown here.
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".