Neoliberalism Meets the Neighbourhood: Marginalized Communities, School Closures, and our Responsibilities as Teacher Educators
Bibliographic record
Abstract
This paper addresses the role of neoliberalism in the closure of an urban community high school in Ontario. As researchers and teacher educators, we had worked in this community for a number of years, and had an abundance of research evidence indicating the valuable role this school played in meeting the needs of its diverse and underprivileged neighbourhood. However, the decision to close the school was justified based on arguments that doing so would better meet the needs of students. As this paper illustrates, this decision was made using narrow and technocratic criteria at the school board level, within a neoliberal policy framework set out by the Ontario Ministry of Education. While community members provided many impassioned and articulate arguments against closing their school, their perspectives were not accepted as valid by the school board. In addressing these circumstances, this paper answers two research questions: 1) What were the political, policy, and contextual factors that led to the decision to close this urban community school? 2) In what ways might we have better leveraged our position as academic researchers and teacher educators involved in the community in order to fight the closure of this school?
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 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".