Organized Agents: Canadian Teacher Unions as Alternative Sites for Social Justice Activism
Bibliographic record
Abstract
Historically teachers ’ federations have been some of the major organizational sites for social justice leadership in K-12 public education. Despite this history of activism, social justice teacher unionism remains a relatively underdeveloped concept. This article merges four philosophical conceptions of social justice in education: liberal recognition, critical recognition, liberal distribution, and critical distribution, with an analysis of equity-based initiatives articulated on the Web sites of 20 Canadian teach-ers ’ organizations. The resulting framework can be used by teacher union researchers interested in generating a broader conception of social justice unionism, and teacher unionists interested in investigating their organizational practices through a social justice lens. Key words: teacher activism, teacher unionism, social justice, teacher leadership Depuis toujours, les fédérations d’enseignants font partie des principales organisa-tions qui militent pour la justice sociale dans le secteur M-12 au sein des écoles publi-ques. En dépit de cette tradition d’activisme, le syndicalisme axé sur la justice sociale chez les enseignants demeure un concept relativement peu développé. Cet article fusionne quatre conceptions philosophiques de la justice sociale en éducation – la reconnaissance libérale, la reconnaissance critique, la répartition libérale et la réparti-tion critique- avec une analyse de diverses initiatives axées sur l’équité sur les sites Web de vingt regroupements d’enseignants canadiens. Le cadre qui en résulte peut être utilisé par des chercheurs s’intéressant aux syndicats d’enseignants et voulant susciter une conception élargie du syndicalisme et de la justice sociale et par des syn-dicalistes désirant analyser leurs pratiques organisationnelles à travers la lorgnette de la justice sociale. Mots clés: activisme chez les enseignants, syndicat d’enseignants, justice sociale, leadership des enseignants
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.021 | 0.008 |
| Scholarly communication | 0.011 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.014 | 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".