Negotiating Acts of Citizenship in an Era of Neoliberal Reform: The Game of School Closures
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 In Ontario, the landscape of public education has changed quite rapidly during the past decade. Critics argue that neoliberal policies concerning privatization and marketization in the education system have produced different outcomes for different groups. One of the most sensitive issues during these years has been the closure of schools. Over three years (1999–2002) nearly 200 schools were closed in Ontario. These many changes, however, have not gone uncontested and communities have adapted to these circumstances in different ways. Acts of citizenship range from coping independently to challenging these changes collectively. This article examines the failures and successes of various acts of citizenship in challenging neoliberal governmental rationalities. More specifically, it traces the difficult process of school closure negotiations using examples from Toronto. Based primarily on participant observation carried out over a year, it examines the politics of the community consultation process among a heterogeneous ‘family of schools’ amid mixed incomes and varying capacities and needs. Through these case studies it explores whether these acts are inclusionary or exclusionary, homogenizing or diversifying, positive or negative. The evolution of the planning process is examined at three different periods (1998, 1999, 2000), demonstrating the slow and steady construction, advancement and legitimization of neoliberal policy, and correspondingly the spaces and citizens it makes and unmakes through this process. The article concludes with a framework of collective action highlighting relational aspects of citizenship that lead to positive or negative consequences for civil 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.
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 | 0.005 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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