Community education as citizen organising for democratic accountability
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
Abstract This article focuses on the role of adult education in community development initiatives that intentionally aim at more general and equitable power-sharing arrangements at local and regional levels. It argues that community-based learning is a necessary component of community development and the rejuvenation of democracy. In the new millennium, citizens participating in civil society need the vehicle of a city-wide broad-based organisation to act for the attainment of these goals. Adult education in North America was founded on citizen action—often around migrant issues: adequate shelter, jobs, English language acquisition, poverty, and urbanisation. Responses to common needs in the Mechanics Institutes, Citizens' Forums, and the Antigonish Movement are only a few examples of how citizen learning changed lifeworld conditions. In this unsettled and unsettling historical moment, as we move from late modernity or post-modernity to some version of a "new world order", the potential contributions of critical adult education to the future well-being of a global civil society are becoming increasingly apparent. Identifying and assessing means of resistance to the escalating encroachments of international finance and administrative power into the domains of individual and community autonomy is one practical role for adult education.
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 | 0.009 |
| 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