Bibliographic record
Abstract
Between Fall 2020 and Winter 2021, I conducted 30 interviews and 3 focus groups with Black student organizers at post-secondary institutions in Canada and the United States about their relationships to place and land, and how this shapes their organizing work. In the first section of this dissertation (chapters 3 and 4), I outline Black students’ theorizations of their post-secondary institutions and the unique challenges that emerge from organizing within and against universities. I theorize the contemporary university through the social relations and logics onset by settler colonialism and slavery and trace the breadth of contributions made by Black student organizing. In the second section (chapters 5 and 6), I illustrate rich and complicated relationships to place and land that my participants described using their chosen photographs, and I outline broad principles for land-centered Black student organizing that emerge from a collaborative concept map. Taken together, in this dissertation I elaborate upon the robustness of Black student organizing, the limitations and frustrations of organizing within and against universities, and the rich theorizations of land Black students embed into their organizing. By bringing land and place to the fore of my study, I de-center the university as the sole focus of Black student activism. Black students have organized in ways that demonstrate they are not invested in fixing the university or seeking repair through institutional solutions (Harney and Moten, 2013; Purnell, 2016; Kelley, 2016). For such Black organizers, their ambivalence towards the university as a site of social transformation does not discount harm-reduction or intermediary solutions to support Black students. However, they believe in a longer, liberatory project that transcends universities. I offer ‘land-centered’ to resist this implicit assumption and to highlight Black students’ abolitionist and decolonial desires. Thinking about their organizing as land-centered, rather than university-centered, honours the expansiveness of Black student organizing.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.024 | 0.008 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".