Canadian Adult Education Research in the 1990s: Tracing Liberatory Trends
Bibliographic record
Abstract
This article provides a view of the extent to which liberatory themes were evident in Canadian adult education research in the 1990s. Independent analyses of journal articles, conference proceedings, and graduate thesis abstracts were undertaken. Bringing these three data sets together creates a unique montage, one that points to some encouraging as well as disturbing trends. The review indicates that liberatory themes were persistent, but marginal. It also notes the lack of attention given to the analysis of race, class and sexuality in adult education research. This tracing of liberatory trends can contribute to dialogue within research organizations and graduate programs about the role of adult education research in creating knowledge and promoting a more just and equitable society. Résumé Cet article se penche sur l'importance des thèmes de la libération dans la formation permanente au Canada au cours des années 1990. Articles de journaux spécialisés, travaux de congrès et résumés de thesès universitaires ont fait l'objet d'analyses indépendantes. La mise en commun de ces trois ensembles de données cree un assemblage unique qui met en relief certaines tendances, tantôt encourageantes, tantôt inquiétantes. La recension des écrits démontre que les thèmes de la libération ont persisté tout en restant marginaux. Elle souligne également le manque de réflexion concernant les questions de race, de classe et de sexualité dans la recherche en formation permanente. Ce relevé des tendances dans les thèmes de la libération est susceptible de favoriser, au sein des organismes de recherche et des programmes d'études supérieures, le dialogue autour du rôle que joue la recherche en formation permanente dans le développement de nouvelles connaissances et dans la promotion d'une société plus juste.
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 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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".