The performance of transparency in public–private infrastructure project governance: The politics of documentary practices
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
That public–private infrastructure partnerships (P3s) present problems in relation to democratic accountability has often been noted, with calls for greater transparency often following. Such calls tend to assume that anything that promotes transparency will further accountability and openness. Drawing on socio-legal studies of the documentary and other information practices that underpin and operationalise governance, this article carefully examines the features and the possible uses of the documentation that is made public by the PPP sector, in Canada. We find that information practices that perform and produce transparency (such as posting project documents online) may produce a merely illusory accountability. Particular attention is paid to the scale at which infrastructure planning information is made public, the selection of content included in the documents (e.g. photos of buildings versus background information), and the information formats commonly utilised. Overall, we find that the information that is made public does not actually empower the concerned public: projects are presented out of context, devoid of historical or comparative context and without reference to any broader regional or other plan, and when ‘real’ documents are made public, neither the content nor their framing enables effective openness, thus hindering accountability.
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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 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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