University Commons Divided: Exploring Debate & Dissent on Campus by Peter MacKinnon
Notice bibliographique
Résumé
Reviewed by: University Commons Divided: Exploring Debate & Dissent on Campus by Peter MacKinnon Jessica E. Shiers-Hanley Peter MacKinnon. University Commons Divided: Exploring Debate & Dissent on Campus. Toronto, ON: University of Toronto Press, 2018. 168 pp. Paper: $16.22. ISBN 9781487522827 In recent years, it seems universities are making it into news headlines at an increasingly frequent rate, yet this is not due to a scientific breakthrough or a surge of funding. In a world where social justice and extreme political correctness are becoming more commonplace, universities are more in the spotlight now than ever before when it comes to their faculty conduct and university policies. In University Commons Divided: Exploring Debate & Dissent on Campus, Peter MacKinnon explores a number of recent controversies that have taken place in universities across Canada. Issues such as academic freedom, social justice and equity, and freedom of speech are explored using real world situations. MacKinnon examines the new challenges universities are facing in an era where open debate and disagreement are now under fire. In University Commons Divided: Exploring Debate & Dissent on Campus, MacKinnon sets to address the issue of the commons being divided by taking a deep dive and analysis into a range of issues that have arisen in Canadian universities. MacKinnon explores issues such as academic freedom through the board of governors at the University of British Columbia and Carleton University. Free speech is tested by examining student protestors at the University of Calgary, and freedom of religion is challenged through Trinity Western University. MacKinnon also explores issues facing students with a Facebook case at Dalhousie University. MacKinnon revisits each scenario covered from a different lens in order to give the reader a sense of all possible outcomes that could have occurred. University Commons Divided is organized into seven chapters, six of which each explore a different issue MacKinnon uses to demonstrate how he believes the university commons are divided. MacKinnon starts his book off at the University of British Columbia by examining the Jennifer Berdahl case. Berdahl had speculated on a blog post as to why a UBC president had resigned when no explanation had been provided. The scenario brought into question the academic freedom of Berdahl, and whether or not she had academic freedom, which typically only pertains to teaching and research, not personal blog posts. This is where we are introduced to a theme that will be common throughout this book, in which the lack of clear definition of academic freedom can cause many debates and issues in the commons. MacKinnon meticulously examines this particular situation [End Page E-7] in detail, and from multiple angles. From the get-go, the author shows that he intends to give his audience a comprehensive understanding of the different paths that can be taken for each issue that is addressed. Moving away from a faculty centered issue, MacKinnon shifts gears to an issue that impacted students at Dalhousie University in regards to a social media post in a private group that was labeled as "sexist, misogynistic, and homophobic" (pg. 21). The university ultimately took a restorative justice approach to handling the issue rather than a disciplinary one. MacKinnon discusses at length the approach Dalhousie took. He later commends the leadership at Dalhousie, stating on page 34: The first reaction of many in the midst of scandal or public controversy is a rush to get in front of the issues, to be on the right side of those issues (and to establish their side as right), and to pressure leaders to declare themselves immediately, and take decisive action quickly. Certainly, leadership must move with dispatch to ensure that supports are in place for victims, but more deliberate approach is called for in determining the appropriate response to the transgressions. MacKinnon later makes the point that this matter not only affected students, faculty and staff, but also the surrounding community. With social media commonplace, it begs the question whether or not university administration should get involved in social media posts and private groups created by its students. Where is the line drawn? This is an aspect that was left out of this chapter, but is an important angle to consider. The issue of social...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».