The social studies in British Columbia schools : education or alienation?
Bibliographic record
Abstract
The study views political learning as having two divergent components, political education and political socialization. Political socialization is a process of values allocation in which beliefs are transferred from one generation to another. Political education concentrates on questioning values through critical inquiry in which social issues are viewed as subjects for analysis. Political education concentrates on subjective analysis while political socialization is more inclined to be objective in nature and presents society as a mechanism to be learned about. It is suggested that as an objective exercise, political socialization is a process which could be inclined to alienate its recipients. In presenting the society and in particular its political aspects, as a set of established values to be learned and understood, political socialization discourages participation in the political sense. This is accomplished when participation is circumscribed by socialization to certain activities, principally, voting. Due to this limited understanding of participation political activity beyond voting is less likely and politics becomes increasingly incomprehensible. Citizens are removed from active participation to become, in effect, an audience. This lack of involvement can lead to apathy or confusion towards political matters. The study posits that such political behaviours are manifestations of alienation. These theoretical considerations provide a framework for the examination of social studies curricula in British Columbia. These curricula may be agents of socialization and hence conducive to alienation in students. The study provides an analysis of three curriculum documents according to a framework which ascertains the degree to which a curriculum is inclined to political socialization or political education. The analysis undertaken by the study determined that since 1950 British Columbia has had in place social studies curricula which have been inclined to political socialization and were, therefore, conducive to political alienation in students. The study indicates a 1979 draft curriculum presented by the Ministry of Education is a curriculum of political education. It was concluded that this curriculum is different in orientation than the two previous social studies curricula prescribed in British Columbia.
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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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.005 | 0.009 |
| Science and technology studies | 0.019 | 0.015 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| 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 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".