Multinational citizenship and education : assessing the Quebec education program
Notice bibliographique
Résumé
Education is the area most conducive to fostering the dispositions that are intrinsic or instrumental to liberal democracy, structuring relations both between citizens and with the state. Indeed, citizenship theory has become increasingly concerned with the normative force attributed to political sociology. Such theories attempt to reconcile individual autonomy with the promotion and flourishing of collective identities, as expressions of popular sovereignty and as legitimating principles for liberal frameworks. The study introduces multinational democracies as a challenge to liberal justificatory frameworks; and as associations that more easily lend themselves to case-specific, historical and contextual analysis. Through the normative lens of the socio-political conditions characteristic of a multinational democracy, a closer look at the debates that have informed the contours of citizenship in Canada and Quebec is followed by a theoretical defence of multinational citizenship. Indeed, it is argued that liberalism, conceptualized as a society of equal individuals, cannot in itself provide answers to questions about the identitive boundaries and democratic legitimacy of particular communities. In terms of citizenship education, the fact of national pluralism, often conceived as a theoretical anomaly, is hardly addressed in the literature on the proper aims and approaches to education, yet at the same time liberal justificatory schemes are for the most part inadequate as normative guides. The study then assesses the citizenship components of the Quebec Education Program, as a guidepost for the ideal of citizenship sought through education, and argues that its approach and aims disregard the politically-salient variables necessary for the flourishing of multinational citizenship. The ends of citizenship in such policy documents rest upon the development, among individuals, of abstract, procedural, apolitical and universal competencies that can very well apply in any situation regardless of spatio-temporal contingencies, a clean break from much of the collective conflicts, contestation and interdependence that have characterized citizenship in Canada. The dissertation outlines a theory of multinational citizenship education, accounting for the flourishing of individual self-enactment as well as the dispositions and identities through which popular sovereignty is deemed to be legitimate. Finally, I respond to some projected criticisms of the justificatory framework developed here.
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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) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 ».