Bibliographic record
Abstract
Reflecting on the 2011–2012 youth-led resistance movements in North America, this essay contextualizes and evaluates the Quebec student movement against the increasing influence of neoliberalism on North American and global society as a whole, comparing its strategies and impacts with those of the Occupy movement in particular. The Quebec movement launched a series of protests that awakened society to the prospect of what struggling for a radical democracy might mean, and how crucial free, accessible higher education must be to such a struggle. The key challenge for these social movements will be to continue to develop and circulate their views in the public sphere through forms of political organization that are as coordinated as they are flexible and open to new ideas. Both the Occupy movement and the Quebec student resistance have ignited a new generation of young people who now face the ongoing challenge of developing a language and a politics that integrate a meaningful consideration of public values and imagine the possibilities of a democracy not wedded to the dictates of global capitalism. This emerging public culture should make pedagogy central to its understanding of politics and work diligently to provide alternative subjects, narratives and power relations that contribute to sustainable educational institutions and enlarged public spaces in which matters of knowledge, identity and social responsibility become central to creating a democratic formative culture – here understood as the very precondition for the modes of agency, public values and engaged citizenship required to support any just and inclusive society.
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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.028 | 0.013 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.009 | 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".