Globalization in the Classroom: Students, Citizenship and Consumerism
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper discusses implications of globalization as it impacts educational practices, procedures, and policies. Because economic competition on a global scale encourages corporations to influence educators to replicate dominant culture values within classrooms, these patterns serve to create and valorise power differentials that prevent society members, including students, from participating fully in all aspects of a democratic society. A critical pedagogy beginning with Habermas' Ideal Speech Situation may serve to question practices, procedures, and policies that preserve power differentials that prevent students from developing their capacities for becoming agents of positive social change. About the Author Robert White has taught extensively in public school systems across Canada and is currently an Associate Professor at St. Francis Xavier University in Nova Scotia. Research interests include critical literacy, learning and leadership, globalization, and corporate involvement in educational settings. His most recent books include Burning Issues: Foundations of Education (2004), The Practical Critical Educator: Critical Inquiry and Educational Practice (2005), and Critical Literacies in Action: Social Perspectives and Teaching Practices (2008).
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it