Commanding heights, levers of power: A reconnaissance of postwar education reform
Bibliographic record
Abstract
Throughout the second half of the twentieth century – from the years of the Fordist welfare state to those of the post-Fordist neo-liberal order – educational systems in the West have fostered ambitious schemes promoting wide-ranging ‘progressive change.’ Equally ambitious Marxist critiques have targeted education’s regulatory role within the capitalist system. In the early twenty-first century, as privatization and the radical subordination of educational aims and objectives to the demands of capital (‘neo-liberalism’) become unavoidable topics of educational debate, resistance to such neoliberal projects demands a rigorous reconnaissance of the achievements and limitations of radical educational thought. After canvassing major critics of mainstream schooling inside North America and beyond, we suggest that a radical retrieval of the insights of C. B. Macpherson and especially Antonio Gramsci can move us far beyond both reductionist Marxism and unreflective liberalism. We take a third position – embodying an individualist and collective pedagogy – in which the much-maligned ‘liberal arts’ stand against ‘possessive individualist’ education reform. DOI: http://dx.doi.org/10.15572/ENCO2014.02
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 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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".