Bibliographic record
Abstract
********** This collection of articles is the result of a research project entitled Educating Citizens for a Pluralistic Society, which was funded by a grant from Canadian Heritage/Patrimoine canadien awarded to Rosa Bruno-Jofre, then Associate Dean of Education at the University of Manitoba. The research team she assembled included members from the Faculties of Education at the Universities of Manitoba and Brandon and College universitaire de Saint-Boniface, the Division of Education at the University of Winnipeg, the Ontario Institute for Studies in Education/University of Toronto, the Faculty of Arts at the University of Manitoba, the Manitoba Department of Education and Training, and a Calgary public school. The research project, in turn, resulted from a number of concerns centering on schooling and education -- the way the market economy has penetrated this, like every other aspect of life; the need to deal with the dynamics of inclusion and exclusion in light of the new wave of international migration; and the impact on the understanding of space and time generated by information technology. Diversity also involved the national question in Canada because the presence of Quebec and the Aboriginal First Nations adds special parameters to being Canadian. The articles are written from a national perspective, mainly using Manitoba as a point of reference. Quebec issues are interwoven into the analysis, but are not discussed in any depth. The collection divides naturally into four thematic parts: historical and philosophical perspectives on the impact of globalization on citizenship education; group rights and schooling; multicultural and anti-racist education; and decoding cultural images in the classroom. The first thematic grouping -- historical and philosophical perspectives on the impact of globalization on citizenship education--comprises articles by Ken Osborne, Rosa Bruno-Jofre and Dick Henley, Eric W. Stockden, and Jamie-Lynn Magnusson. Ken Osborne's paper, Public Schooling and Citizenship Education in Canada, provides a historical overview and identifies the paradigmatic shifts in the understanding of the functions of citizenship in the school setting. Osborne argues that, historically, schools were expected to fulfill cultural, social, and vocational functions. Policy makers today neglect the first two and concentrate on the third, thus converting education into career preparation. Citizenship then becomes an obstacle to the imperative of the global marketplace when raising questions of identity, loyalty, tradition, heritage, and community that go beyond economic rationality. Osborne uses as an example a personal exchange with a former Manitoba Minister of Education, while lobbying against the proposal to remove Canadian history from the Grade XI curriculum in Manitoba schools. The Minister wanted pure literacy, which apparently meant the ability to understand instructions, read and write reports, and to explain oneself clearly -- with no great concern for content or context. In Osborne's view, education is being sacrificed for training, knowledge is seen as disposable, and values are being displaced by skills. Osborne discusses the historical character of national citizenship and the problems which national citizenship presents. In his view, the theory and practice of citizenship education exist in a dialectical relationship with the exercise of hegemony, thereby creating a tension between control and emancipation, socialization, and education, and emphasizing one or the other at different times. Osborne's article, with its commonsensical educational reflections, enriched by a historical reading of schooling and pedagogical practices, opens a door for the discussion of what he refers to as the false dualisms permeating the current educational debate. His conception of citizenship in relation to the classroom is something of a manifesto for a critical approach to citizenship education. …
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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.016 | 0.011 |
| Scholarly communication | 0.012 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.002 |
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".