Bibliographic record
Abstract
ABSTRACT. In this paper I focus on some of the broad theoretical and political questions of researching student disengagement in the context of my longitudinal studies in the Ontario school system. My interest is to show how politics mediate experiences of Black and minoritized youth and the implications for addressing the dilemma of youth disengagement from school. I pose the question: What are the obligations and responsibilities for Canadian schools and educators, given the nation's growing diversity? I argue that Canadian educators can appropriately respond to the challenge and possibilities of difference, by first acknowledging the extent of our diversity, and that they need to do so. Moral, political, economic and social arguments can be advanced to address this difference and diversity. At a wider level difference and diversity must be addressed if we are to have a complete history of ideas and events that have shaped human growth and development. This means ensuring that education takes into account the different knowledges, experiences and expectations of learners. This is significant given the dilemma of student disengagement From school as examined through the lens of race and difference. The individuation of school success or failure allows many of us to see homes, families and their support systems as the sources of problems instead of critically examining what schools do or do not do to enhance and support academic excellence for all students. The paper concludes with the challenge of looking to the future and pinpointing some educational practices that encourage inclusive schooling in the truest sense of the words. LA SCOLARITE ET LE DILEMME DU DESENGAGEMENT DES JEUNES RESUME. Dans cet article, j'etudie certaines des grandes questions theoriques et politiques des recherches sur le desengagement des eleves dans le cadre de mes etudes longitudinales du systeme scolaire de l'Ontario. Mon objectif est de demontrer le role de mediation que la politique joue dans les experiences scolaires des jeunes de la communaute noire etdes minorites et les consequences qu'il y a a vouloir regler le dilemme du desengagement des jeunes face a l'ecole. Je pose la question suivante: quelles sont les obligations et les responsabilites des ecoles et des educateurs canadiens, compte tenu de la diversite croissante du pays? Je soutiens que les educateurs canadiens peuvent relever le defi et exploiter les possibilites des differences, en reconnaissant pour commencer l'ampleur de la diversite du pays et en sachant qu'ils doivent agir dans ce sens. On peut avancer des arguments moraux, politiques, economiques et sociaux pour traiter de la difference et de la diversite. A un niveau plus etendu, il faut regler cette question de la difference et de la diversite si nous voulons avoir un tableau complet des idees et des evenements qui ont faconne la croissance et le developpement de l'etre humain. Pour cela, nous devons nous assurer que l'education tient compte des connaissances, des experiences et des attentes differentes des apprenants. Cela est important, compte tenu du dilemme du desengagement des eleves face a l'ecole, desengagement observe dans l'optique de la race et de la difference. L'individualisation de la reussite ou de l'echec scolaire permet a beaucoup d'entre nous de percevoir les foyers, les familles et leurs systemes de soutien comme etant a l'origine des problemes de scolarisation au lieu d'analyser d'un oeil critique ce que les ecoles peuvent faire ou pas pour favoriser et appuyer l'excellence scolaire de tous les eleves. Cet article se termine en analysant les defis de l'avenir et en proposant certaines pratiques educatives qui encouragent« l'integration scolaire» dans le sens le plus authentique de l'expression.
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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 | 0.015 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.024 | 0.051 |
| Scholarly communication | 0.014 | 0.007 |
| Open science | 0.002 | 0.015 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 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".