An Exploration of Narrative Inquiry into Multiculturalism in Education: Reflecting on Two Decades of Research in an Inner-City Canadian Community School
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
In this article we explore the connection between multicultural education and narrative inquiry. We trace the history of multiculturalism as a form of public discourse in Canadian social life. With this as background we consider life in an inner-city Canadian school as a microcosm of Canadian social life more generally. Following the ebb and flow of 20 years of narrative inquiry in this Canadian inner-city school, we realize that this inquiry, though defined in various terms, is ultimately a study of multicultural life. We argue that an understanding of multicultural life as a democratic life process is central to an understanding of the social purposes of multiculturalism. We believe that multicultural education and narrative inquiry have the potential for profoundly productive links in the pursuit of democratic life. We conclude by puzzling over the meaning of multicultural inquiry and of the significance of cross-cultural studies for understanding multicultural life.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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