INTRODUCTION TO THE SPECIAL ISSUE: MANUFACTURING CONSENT FOR THE PRIVATIZATION OF EDUCATION IN CANADIAN CONTEXTS
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
The contributors to this special issue expose, in their respective work, the existence and dynamics of privatization in many different forms. The constitutive articles represent varied contexts (e.g., national and provincial, K – 12 and post-secondary) and focuses (e.g., social finance, school fundraising, co-op education, personalized learning, and international education), resulting in a rich and comprehensive discussion. Each contributes important insights concerning discursive practices utilized to legitimize and normalize privatization in education and the means through which public consent for the privatization of education is discursively manufactured. In different ways, these articles explore how individual and collective actions of public, private, and not-for-profit actors generate and use systems of meanings through which privatization is presented as common sense in thinking about and addressing challenges in public education. The seven articles are organized according to institutional context (post-secondary institutions and K–12 institutions). The first article spans these institutional boundaries; the next three articles focus on post-secondary education, followed by three articles centred around K–12 education.
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 | 0.001 |
| 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 it