Life histories of Canadian women as active citizens: Implications for policies and practices in adult education
Bibliographic record
Abstract
Within the context of neoliberalism and globalization, the concept of active citizenship is an increasingly important concern for all countries, including Canada. This paper focuses on the results of a research study funded by the Canadian Council on Learning that profiles life histories of eight women from Nova Scotia as “active citizens” who have made significant contributions at the local, national/international level. Five thematic areas are considered to explore barriers, supports and motivators that impact on women’s participation as active citizens which include a) practical concerns, b) caregiving activities, c) identity issues, d) attitudinal differences, and e) political literacies. Using a critical feminist perspective, this paper argues that adult education has an important role to play in supporting the development of active citizenship through democratic learning contexts that take into account structural forms of inequality, including gender differences in experience. Résumé Dans le contexte du néolibéralisme et la mondialisation, le concept de citoyenneté active est une préoccupation de plus en plus important pour tous les pays, y compris le Canada. Ce document met l’accent sur les résultats d’une étude financée par le Conseil canadien sur l’apprentissage que les profils histoires de vie de huit femmes de la Nouvelle-Écosse en tant que “citoyens actifs” qui ont fait des contributions importantes lors du local, national / international. Cinq domaines thématiques sont considérés comme des obstacles à explorer, de motivation et soutient que l’impact sur la participation des femmes en tant que citoyens actifs qui incluent a) concerners pratique, b) activités de soins, c) les questions d’identité, d) des différences d’attitude, et e) politique connaissance. L’aide d’une perspective féministe critique, ce document fait valoir que l’éducation des adultes a un rôle important à jouer pour soutenir le développement de la citoyenneté
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 | 0.000 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 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 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".