BOOK REVIEW Re-mapping Literary Worlds: postcolonial pedagogy in practice.
Bibliographic record
Abstract
This insightful book begins with the introduction, “Overview of a Journey: Mapping the Territory. ” Throughout thirteen chapters, Johnston engages classroom stories, insights offered by teachers and literature, and discourses of philosophy, and educational theory, questioning the diverse meanings that underlie the language of teaching and learning in postcolonial pedagogy and practice. The book, based on research for the author’s dissertation which won the CSSE Dissertation Award, presents the writer’s journey, as she moves backward into her past as a teacher in South Africa in order to make sense of her present in Canada. She then looks forward into the future, imagining/re-imagining postcolonial literary studies in multicultural Canadian secondary schools. Johnston positions herself as a collaborative researcher with a high school English teacher in a contemporary Canadian classroom. This border-crossing (from South Africa to Canada) leads the writer to a voyage of exploration of literature, pedagogy and philosophy in postcolonial literary theories. Her research involves participant observation and interviews with students in two grade 12 one grade 11, and two grade 10 classes in a Western Canadian school with a
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.007 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.028 | 0.010 |
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".