Bibliographic record
Abstract
I often see myself in the teacher candidates I meet in my Bachelor of Education courses. Entangled in the humanist language of Canadian multiculturalism, for years I imagined school and society as benevolent sites open to the Other. Similarly caught up in humanist discourses, students from dominant “White” cultures often find it difficult to believe that systemic racism and other forms of exclusion continue to exist in our schools and in broader societal contexts. They arrive in the program with an understanding of colonialism as a historical period rather than a worldview that continues to live on in our minds and bodies through binaries that hierarchically divide up the world and our place in it. My own assumptions began to unravel during the years I lived in Islamabad, Damascus, and Tehran. However, it was not until I had the critical language to re/read my own encounters with difference that I could appreciate the enormity of the personal and public tasks we face as educators in this era of globalization. To engage the question of how we might further the project of decolonization in teacher education, I turn to life writing as curriculum inquiry. By juxtaposing theory with stories of lived experience in between here (working with teacher candidates at a large Canadian university), and there (living and traveling abroad), I write decolonizing perspectives into the internationalization of teacher education for social justice.
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) | 0.002 | 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".