The Perpetuation of the Colonial Minset: Through The Process of Socialisation In the Educational System
Bibliographic record
Abstract
Abstract:To be métis, in a predominantly homogeneous European paradigm, is to be confronted with symbols that their “alterity” is viewed as different. To be educated in the Belgium school system, is to have the potential of being annually exposed - in primary school - to mythical characters, such as Père Fouettard and Saint-Nicolas. The intention is to analyse how these exposures, could elicit instances of grappling with identity and questions of belonging. The aim to identify inception points to hierarchical structures, meaning established behaviours between colonial governments and subjects during the colonial and postcolonial period. The use of memory is a key component, heavily reliant upon while engaging with the case studies and by doing so, the hope is to open up cognitive access points, through memory reflection; which show causal inferences. Through engaging with and analysing their experiences, I hope to succeed at opening new channels for discourse, that aid in influencing measures, that aim to create ‘colour conscious policy-making’.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.021 | 0.071 |
| Scholarly communication | 0.017 | 0.008 |
| Open science | 0.001 | 0.012 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 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 source (direct Gemma or distilled Codex), 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".