Skilling for Life/Living for Skill: The Social Construction of Life Skills in Ontario Schools
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
Over the course of conducting interviews with teachers, administrators and community workers about life skills programs in the school system and in the community, we came to take a stance opposite to that of the educators with whom we spoke. We found the life skills curriculum in both the separate and public education systems to be an ideological process embedded in administrative concerns about student "attitudes" and student "discipline." The concept of life skills assembles a set of understandings which organizes individuals' lives in the conceptual relevance’s of the labor process. Life skills courses place students' lives and concerns in the curriculum while at the same time providing the basis on which those concerns can be rationalized and fitted to the cultural understandings generated in the capitalist mode of production which characterizes Canadian society. It is a conceptual frame through which the complexity of life processes becomes reduced to a set of skills.
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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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 it