Critical Education and Insurgent Pedagogies: An Interview with E. Wayne Ross
Bibliographic record
Abstract
Carlo Fanelli (CF): Before working in the post-secondary education sector, you also taught as a pre-school and high-school instructor. Could you explain the impact that neoliberalism has had philosophically and as a political economic project on the institutional aspects of education. Have there been noticeable cultural shifts, diferences in pedagogical emphases or allocation of funding priorities? E. Wayne Ross (EWR): For more than three decades now there has been a steady intensiication of education reforms worldwide aimed at making public schools and universities more responsive to the interests of capital than ever before. And, neoliberal ideology is at the heart of what’s been labelled the global education reform movement or GERM. Key neoliberal principles such as reducing government spending for education (and other social services) and privatizing public enterprises has led to targeting the very existence of public education or more precisely education in the public interest. Indeed, a key aim of neoliberalism is the destruction of the commons, the very idea of the common
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 | 0.010 | 0.019 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.020 | 0.020 |
| Scholarly communication | 0.006 | 0.012 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.011 | 0.019 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".