Activism and the Academy in Ireland: A Bridge for Social Justice
Bibliographic record
Abstract
This article is concerned with the working relationships between progressive academics, students, left activists, and trade unionists in Ireland, and with the apparent division between theory-led and action-led perspectives. We reflect on our efforts to draw progressive forces in Ireland together through a number of initiatives: reading groups, conferences, educational seminars, workshops, the publication of a quarterly paper, and the organization of precarious workers in higher education. We argue that although activism and academia are sometimes treated as separate spheres, there are spaces for academia in activism and for activism in academia. Finding and filling those spaces means resisting efforts to limit academia to interpreting the world, and finding ways to demonstrate the emancipatory potential of education among activists whose time is taken up with struggling against immediate structural inequalities and attempting to mobilize people into a political force. We argue that scholar-activists should play an important role helping to assemble the collective resources of the working class, as well as organising for longer-term social transformation. We call on scholar-activists to collaborate in constructing a counter-hegemonic narrative and developing a collective strategy for social justice.
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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 | 0.022 | 0.025 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.046 | 0.074 |
| Scholarly communication | 0.035 | 0.014 |
| Open science | 0.004 | 0.055 |
| Research integrity | 0.009 | 0.016 |
| Insufficient payload (model declined to judge) | 0.010 | 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".