(Re)Producing a Peaceful Canadian Citizenry: A Lesson on the Free Trade of the Americas Quebec City Summit Protests
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
In this article, I argue that despite common assumptions that peace education efforts achieve social change, it is often a normalizing, nation ‐ building project that obscures hierarchies of power. Focussing on a lesson from a popular peace education program currently used in Canadian schools, I have analyzed the convergences between peace and citizenship education and consider the implications of pedagogies that encourage peace as a personal choice and responsibility. I call for an approach to peace education that promotes critical thinking on how knowledge is produced. Key words: peace education, citizenship, nation ‐ building, knowledge production, non ‐ violent protest On suppose communement que la promotion de l’education pour la paix fait evoluer la societe, mais l’auteure soutient dans cet article qu’elle est plutot un projet national normatif qui camoufle des pouvoirs hierarchiques. A l’aide d’une lecon faisant partie d’un programme d’education pour la paix tres utilise dans les ecoles canadiennes, l’auteure analyse les convergences entre la paix et l’education a la citoyennete et s’interesse aux implications des pedagogies qui encouragent la paix comme un choix et une responsabilite personnels. Elle prone une approche qui favorise la pensee critique au regard du mode de production du savoir. Mots cles : education pour la paix, citoyennete, developpement d’un pays, production du savoir, protestation non violente.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 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 it