Engaged Encounters: Critical Pedagogy and Its Impact on Racialized Students in Cultural Studies
Bibliographic record
Abstract
When identity, history, and culture converge, the university classroom is not only confronted by uneven power relationships, but it also functions as a space of possibility. This qualitative research study explored Cultural Studies higher education as a space for resisting dominant ideologies and institutionally privileged voices through semi-structured interviews with three Cultural Studies faculty members and three self-identified racialized students. The study found that faculty members enacted alternative, transformational pedagogies that created positive, enjoyable learning experiences for racialized students. Findings also demonstrated how cultures of care and personal networks were entwined with pedagogical decision-making despite institutional challenges. Through their educational experiences within and outside Cultural Studies, these students revealed how teaching practices both resisted and upheld dominant oppressive structures. This research contributes to understanding the ways that engaged critical pedagogy can be creatively used within an academic institution through cultural studies.
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 | 0.015 | 0.034 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.031 | 0.041 |
| Scholarly communication | 0.017 | 0.008 |
| Open science | 0.003 | 0.030 |
| Research integrity | 0.004 | 0.006 |
| 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".