Creating Citizens, Building Societies? Adult Education in the Eastern Arctic as if Community Mattered
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
RésuméL’éducation aux adultes, au sens large, a été introduite comme faisant partie d’un vaste projet d’une intervention gouvernementale dans le nord du Canada qui a modifié dramatiquement les contextes sociaux, culturels et économiques des peuples aborigènes de cette région considérée comme leur patrie. Grâce à des initiatives variées en éducation des adultes – à la fois formelles et informelles – les Inuits ont commencé à interagir avec des idées nouvelles et de nouvelles institutions inhérentes à l’expansion territoriale du Nord. En se basant sur le lien entre éducation des adultes et transformation sociale et les concepts d’une éducation aux adultes « libérale » et « libératrice », cet article retrace l’évolution de la politique de l’éducation aux adultes et des programmes dans les Territoires du Nord-Ouest et du Nunavut entre le milieu des années 1960 et le milieu des années 1990. Cette recherche répond à trois questions. 1) Jusqu’à quel point l’éducation aux adultes donna ou enleva du pouvoir aux communautés à l’égard du développement social, politique et économique durant cette période. 2) En dépit de ses origines coloniales, comment l’éducation aux adultes a-t-elle fait la promotion de l’engagement citoyen et de la participation communautaire? 3) Au fil du temps, les changements apportés à l’éducation aux adultes reflètent-ils des tendances plus largement orientées vers une approche néolibérale du développement nordique, et qu’est-ce que cela implique pour le développement démocratique de ces communautés à l’avenir? AbstractAdult education, broadly defined, was introduced as part of a larger project of state-led intervention in northern Canada, which altered dramatically the social, cultural, and economic circumstances of the Indigenous peoples who called the region home. Through various adult education initiatives – both formal and informal – Inuit adults began to interact with new ideas and new institutions in the growing settlements across the North. Predicated on the link between adult education and social transformation, and the concepts of “liberal” and “liberating” adult education, this paper traces the evolution of adult education policy and programming in the Northwest Territories and Nunavut between the mid-1960s and the mid-1990s. It is guided by the following questions: (1) To what extent has adult education empowered or disempowered communities with respect to social, political, and economic development over time; (2) despite its colonial origins, to what extent has adult education promoted citizen engagement and participation; and (3) do the changes in adult education over time reflect broader trends towards a neo-liberal approach to northern development, and what might this mean for democratic development in communities in the future?
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 | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.008 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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