Austerity as an opportunity for union revival: Québec public school teachers
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 This article proposes an account of how two teachers’ labour federations have been reacting to austerity measures in public education. Current austerity measures have coincided with the renewal of collective agreements, thus allowing the study of how unions link bargaining stances to wider issues of service quality and accessibility. Union responses are the result of at least three influences: the institutional framework for public sector collective bargaining and worker representation, the previous orientation of members and their organisations towards social and work relations, and ongoing innovations for renewal and member engagement. We posit that union responses can contribute to renewal if they are guided by concerns to redefine union purpose, union organisation and building capacities. Under these conditions, unions are able to engage members and push forward an alternative agenda to that of the government. In doing so, they may be able to forge temporary alliances with outside stakeholders, namely parents. Analysis of union responses should consider the dialectic between union renewal effort and the opportunities and constraints of the institutional framework for public sector collective bargaining. The challenge for these two labour federations is in sustaining member engagement and activism beyond the current context of collective bargaining.
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 | 0.002 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 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