A Constitution for the Disabled or a Disabled Constitution? Toward a New Approach to Disability for the Purposes of Section 15(1)
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
Despite important gains, people with disabilities continue to face significant barriers to wealth, labour, health services and education in Canadian society. This is a complex problem in need of a complex solution. Part of the challenge is formulating an approach to legal, political and social reform that focuses on effective institutional change. The Canadian Charter of Rights and Freedoms has an important role to play in this movement toward change. But there are problems with the Supreme Court of Canada's approach to disability rights in section 15 of the Charter. This article offers a new approach. Drawing upon recent disability theory, the author argues that the present constitutional definition of disability is based on problematic and outdated models. Instead, the author advocates the Universalist understanding of disability, which attempts to demystify the concept and undermine the assumption that it applies only to small but homogenous categories or groups of people. Linking the Universalist theory of disability to the concept of substantive equality, the author outlines the analytic framework for a new universalist approach to disability in the Charter.
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 | 0.001 | 0.002 |
| 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 | 0.002 |
| 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 it