Policy or Pathologization?: Questions into the Rhetoric of Inclusion and Acceptance in Schools
Bibliographic record
Abstract
In the wake of a study released by the Public Health Agency of Canada in 2012 that focused on student belonging, safety, and inclusion in schools, the Ontario government introduced the Accepting Schools Act (Bill 13), which was successively passed into law that year. As an amendment to the longstanding Education Act, Bill 13 was a turning point for discourse surrounding safe and accepting schools, due to a specific focus on bullying, discrimination, and inclusion in fostering positive school climates. Following the recurrent rhetoric of inclusion, however, Bill 13 – as both policy and practice – failed to locate and identify discrimination and exclusion as both systemic and structural problems. In doing so, Bill 13, and similar inclusive policies to follow, merely advocated for the inclusion of marginalized and “at-risk” students, while continuing to cite and valorize heteronormative, ableist, and colonial values as the benchmark of inclusion and belonging. Using the insights of critical pedagogy, queer studies, and critical disability studies, this paper aims to extend the dialogue of inclusion beyond the student “at-risk,” and instead, examine the ways that policy rhetoric upholds hostile and oppressive school climates. Thus, this paper argues for a critical reexamination of the ways in which colonial, ableist, and heterosexist standards of normality manifest in inclusive discourse and practice. In doing so, schools, policy-makers, students, and staff can move beyond damaging discourses that hinder the positive development of queer, two-spirit, trans, and questioning students, and in particular, students whose queerness intersects with their race, class, and/or disability.
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 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 | 0.021 | 0.032 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.024 | 0.141 |
| Scholarly communication | 0.020 | 0.021 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.008 | 0.013 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".