Decolonizing Black Masculinity: Perspectives of African-Caribbean Men in Toronto
Bibliographic record
Abstract
This study examined decolonizing Black masculinity through the perspectives of African-Caribbean men in the Greater Toronto Area (GTA), the negative representations of Black men, and by extension how transformational pedagogy in the classroom empower African-Caribbean males. This work framed certain ways of understanding decolonization because Black men are often profiled as deviant criminals, and as such racially targeted and gendered, perceived as inherently flawed, and classified as subaltern to White hegemony. This narrative study applied Anti-Racist and Anti-Colonial Theory as theoretical frameworks to argue how colonialism shapes the identity of Black men and their understanding of Black masculinity. The study encompassed semi-conversational interviews with ten cis-gendered African-Caribbean men living in the GTA who openly shared their lived experiences. The long presence of African and African-Caribbean communities in Canada and more particular the GTA was examined to critique how anti-Blackness continually perpetuates negative inscriptions, representations, and stereotypes of Black men and boys in music, social media, and western cinema. The study was framed around the limits of hegemonic masculinity and looked at the need for decolonizing Black masculinity. The research examined the significance of legitimizing the lived experiences of Black men as counter narratives to hegemonic constructions of Black masculinity. African-Caribbean men interviewed said that their daily encounters with Whiteness causes them to consider how to survive these encounters and understand that their Blackness was always under surveillance and social identity always on display.
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 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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.043 | 0.016 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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".