Bibliographic record
Abstract
This article examines the role that transformations in the K‐12 public education sector have played in the ongoing structural crisis of contemporary capitalism and the re/making of North American global cities. More specifically, it explores why and how teachers’ unions have been at the centre of the neoliberalization of public school systems by drawing on a case‐study analysis of Chicago, which has been an experimental ground for the reconstruction of urban governance, labour markets, and education. Like the marketization of public housing, education markets contribute to the knitting together of education policy and neoliberal urban development. Underlying the assault on public education, teachers, and their unions in the United States are the intermingling logics of capital accumulation and white supremacy. Although teachers’ unions have often been complicit in the making of neoliberalism, they also represent the biggest potential challenge to its further advancement through the adoption of a model of social justice, grassroots unionism. Offering a powerful glimmer of hope is the revitalized Chicago Teachers Union who waged an effective—and widely supported—September 2012 strike.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.006 | 0.022 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.000 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 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 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".