Bibliographic record
Abstract
Educational Colonial Masquerades Across the Amer i casEducation is often hailed as the supreme societal equalizer.But is it?In this volume, Limerick, Schissel, López-Gopar, and Huerta Cordova uncover the role that education has played in the ongoing coloniality of Abya Yala-that is, North, Central, and South Amer i ca.Through the contributions of scholars in these regions, we re-see how educational policies and practice have allowed acts of epistemic violence to masquerade as benevolence.The chapters also deepen readers' conceptual understandings of coloniality, as well as foreground acts that open up decolonizing educational spaces in the pre sent.Coloniality is not simply theoretically presented in this volume; the work interrogates and aims to interrupt the notions that knowledge is universal, that language and culture are monolithic, that identity is static, that gender is binary, and that some bodies belong at the margins.As this volume continuously shifts our epistemic location as readers, it constitutes us as dynamic subjects who are constantly searching for the interconnectedness between more fixed historical repre sen ta tions, and the discourses that are constituting us as subjects in-the-moment.As the chapter by López-Gopar et al. says: "Decoloniality is a long journey on a twisted road where nothing is given freely."The chapters in this book give voice to the presence of Indigenous, African, and LGBTIQ+ people in Argentina, Canada, Colombia, Ecuador, Mexico, Peru, and the United States, and show us some of the ways colonial educational policies and practices are, as Ratt et al. (Chapter 7, this volume) say, quoting Margaret Kovach, "relational at [the] core."What emerges is a portrait of an Amer i ca that is often studied as geo graph i cally separate nationstates, but where the history of colonialism and its per sis tent coloniality runs through its venas abiertas, and especially its schools.Putting alongside each other practices of intercultural bilingual education in Argentina, Ecuador, Mexico and Peru, with assessment of language proficiency in Ecuador and the United States, with language teaching in Brazil and Colombia and an Intensive English program in the United States, what stands out is how the racialized students themselves remain unseen.Educational policies and practices, even those purportedly designed to help racialized students, reproduce conceptual understandings of language, culture, and gender that privilege white heteronormative students with institutional power.Nothing-not intercultural bilingual education or test accommodations or
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.026 | 0.004 |
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".