Diversity and citizenship education: global perspectives
Bibliographic record
Abstract
Foreword (Will Kymlicka). Preface (James A. Banks). Contributors and Conference Participants. Reviewers. PART ONE: Crosscutting Issues and Concepts. Introduction: Democratic Citizenship Education in Multicultural Societies (James A. Banks). 1. Migration, Citizenship, and Education (Stephen Castles). 2. Higher Learning: Educational Availability and Flexible Citizenship in Global Space (Aihwa Ong). 3. Unity and Diversity in Democratic Multicultural Education: Creative and Destructive Tensions (Amy Gutmann). PART TWO: The United States and Canada. 4. Culture Versus Citizenship: The Challenge of Racialized Citizenship in the United States (Gloria Ladson-Billings). 5. Citizenship and Multicultural Education in Canada: From Assimilation to Social Cohesion (Reva Joshee). PART THREE: South Africa and Brazil. 6. Citizenship Education and Political Literacy in South Africa (Kogila A. Moodley and Heribert Adam). 7. Citizenship and Education in Brazil: The Contribution of Indian Peoples and Blacks in the Struggle for Citizenship and Recognition (Petronilha Beatriz Goncalves e Silva). PART FOUR: England, Germany, and Russia). 8. Diversity and Citizenship Education in England (Peter Figueroa). 9. Ethnic Diversity and Citizenship Education in Germany (Sigrid Luchtenberg). 10. Citizenship Education and Ethnic Issues in Russia (Isak D. Froumin). PART FIVE: Japan, India, and China. 11. Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan (Stephen Murphy-Shigematsu). 12. Crisis of Citizenship Education in the Indian Republic: Contestation Between Cultural Monists and Pluralists (T. K. Oommen). 13. Ethnic Diversity and Citizenship Education in the People's Republic of China (Wan Minggang). PART SIX: Israel and Palestine. 14. Diversity and Citizenship Education in Israel (Moshe Tatar). 15. Educating for Citizenship in the New Palestine (Fouad Moughrabi). PART SEVEN: Curriculum for Diversity, Democracy, and Citizenship Education. 16. Diversity, Globalization, and Democratic Education: Curriculum Possibilities (Walter C. Parker). Diversity, Democracy, Globalization, and Citizenship: A Bibliography. Name Index. Subject Index.
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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.005 |
| Science and technology studies | 0.005 | 0.007 |
| Scholarly communication | 0.011 | 0.010 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.006 | 0.008 |
| Insufficient payload (model declined to judge) | 0.043 | 0.007 |
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".