Fragile Majorities and Education: Belgium, Catalonia, Northern Ireland, and Quebec (2013) by Marie McAndrew
Bibliographic record
Abstract
The shifting structures of majority and minority groups and the manner in which they interact is a challenging topic of study.When one considers the complexities that may be associated with the discussion of majority and minority relations, such as immigration and educational policies, it becomes clear that analyses of ethnic relations are by no means simple.With Fragile Majorities and Education: Belgium, Catalonia, Northern Ireland, and Quebec, Marie McAndrew seeks to address oversimplified views of ethnic dominance present in current studies of ethnic relations in which researchers view ethnic dominance as clearly defined dualistic case studies.Fragile Majorities and Education offers a valuable contribution to the field of ethnic studies by examining the complex cultural realities of Quebec, Catalonia, Northern Ireland, and Belgium within the scope of education.McAndrew recognizes the necessity of discussing the ambiguous nature of majority and minority groups within these unique societies.Although many analyses of ethnic relations treat dominance as a clearly defined relationship between a majority and minority, she emphasizes that examples of clear ethnic dominance are rare.She admits that her interest in Quebec ethnic relations motivated her investigations into other similarly complex examples and this is evident considering the attention given to Quebec in the text.The structure of the book allows readers to follow an orderly and coherent study of education's role in ethnic relations.This organized approach allows McAndrew to examine the rather convoluted topic of majority-minority relations, which refers not only to the cultural interactions between two groups but also to how these groups relate along political and educational lines.Specifically, she analyzes fragile majorities, which she defines as dominant groups that exist alongside politically powerful minority groups.Much of the text is devoted to how fragile majorities interact with the majority Other along institutional, especially educational, boundaries in Quebec, Catalonia, Northern Ireland, and Belgium.Chapter 1 examines the various educational systems available in these societies, and how these affect relations between groups.In Chapter 2, the reasons that parents choose to enroll their children across cultural school boundaries, and their impact on students, is discussed.Chapter 3 investigates how divergent histories are incorporated into each society's curriculum and how successful these strategies are at presenting history in an inclusive and pluralist manner.The significant remaining proportion of the text discusses how the examined
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.010 | 0.003 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.011 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".