School and Curriculum Reform: Manitoba Frameworks & Multicultural Teacher Education
Bibliographic record
Abstract
ABSTRACT/RESUME In the 1990s Manitoba, in common with all other provinces in Canada, undertook an extensive program of centrally-driven school and curriculum reform. At the forefront of this reform movement in this province was a series of tightly-linked government publications that ranged from key statements of reform policy to specific curriculum frameworks of outcomes and standards with their corresponding implementation manuals -- documents that offered teachers adaptable instances of strategic knowledge, application, and best The provincial government's commitment to the substance and ideology of these reform initiatives, along with the ambiguous process by which they have been introduced, understood, and taken up by teachers has, we argue, significantly reconfigured the nature of teachers' work and the way that teachers think about their work. It has also reconfigured the terrain over which the explicit and hidden processes of citizenship development take place in schools and, as a central aspect of this, t he context within which the struggle for multicultural and anti-racist education takes place. In order to make some of the contours of this terrain more visible, this paper will explore: 1) how the discourse of race, culture, and diversity has been articulated in these public statements of policy and in their implementation within the public school system; and 2) briefly explore the significance of these developments for pre-service teacher candidates. These explorations will be grounded within the specific context of curricular reform in English language arts and in English language arts teacher education. Dans les annees 1990, le Manitoba, en commun avec toutes les autres provinces du Canada, s'est charge d'un programme considerable de reforme des ecoles et des programmes d'etudes dirigee de facon centralisee. Au premier plan de ce mouvement de reforme dans cette province est une serie de publications gouvernamentales bien unies qui s'etendent de declarations cle de politique de reforme aux cadres specifiques de programmes d'etudes qui portent sur les resultats et les standards avec leurs manuels correspondants d'execution -- des documents qui offrent aux professeurs des instances adaptables de connaissances strategiques, l'application et la meilleure pratique. L'engagement du gouvernement provincial a substance et a l'ideologie de ces initiatives de reforme, en plus du processus ambigu par lequel elles ont ete presentecs, comprises et adoptees par les professeurs, nous soutenons, a modifie d'une facon significative nature du travail des professeurs et maniere dont les professeurs pensent leur tr avail. L'engagement a aussi modifie le terrain sur lequel les processus explicites et caches du development de cityoyennete ont lieu dans les ecoles, et comme un aspect central de ces processus, le contexte dans lequel lutte pour l'education multiculturelle et antiraciste a lieu. Pour rendre quelques-uns de ces contours de ce terrain plus visibles, cet article explorera: 1) comment les discours sur race, culture et diversite ont ete exprimees dans ces declarations publiques de politique et dans leur execution dans le systeme scolaire public; et 2) explorera brievement signification de ces developpements pour les candidats en voje d'etre enseignants. Ces explorations seront fondees l'interieur du contexte specifique de reforme des programmes d'etudes dans langue anglaise et dans l'education pour les professeurs des arts dans langue anglaise. Introduction In the 1990s Manitoba, in common with all other provinces in Canada, undertook an extensive program of centrally-driven school and curriculum reform. At the forefront of this reform movement in this province was a series of tightly-linked government publications that ranged from key statements of reform policy to specific curriculum frameworks of outcomes and standards with their corresponding implementation manuals -- documents that offered teachers adaptable instances of strategic knowledge, application, and best practice. …
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How this classification was reachedexpand
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 | 0.000 |
| Science and technology studies | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".