Citizenship Education in the Era of Globalization:Canadian Perspectives
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
Important and challenging theoretical debates and questions arising from considerations of the role of citizenship education in the current “global era” are evident in academic literature. Ultimately, our scholarly work must also engage with what happens in our elementary, secondary, and post-secondary classrooms. Much important scholarly attention is being directed to debates about the nature of globalization, and about national and, increasingly, global concepts of citizenship, multiculturalism, and social movements of global resistance. However, much of this work is done outside of a direct engagement with teachers, students, and classroom practices and is consequently left at a level of abstraction that appears disconnected from the day-to-day work of public schooling. Indeed, when working through significant theoretical interjections and conversations that engage with the complexities and possibilities to which we are drawn, we can never forget that the “what” and “how” of teaching and learning, and the values that circulate within classrooms, reflect the global movements of contemporary history and are shaped by a sense that we must take-up global issues. We must, therefore, recognize what Pashby (this issue) refers to as the global imperative that exerts particular pressure on educational theory, practice, policy, and politics. To do this we must struggle with questions of theory that inform our scholarly and our practical work as educators, be that practice in faculties of education or in K to 12 classrooms. This special themed issue presents important questions, concerns, and possibilities that mark both theoretical discourses and classroom practice.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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) | 0.001 | 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