Public Scholarship, Public Intellectuals, and the Role of Higher Education in a Time of Crisis
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 its importance to developing the formative culture necessary to a working democracy, higher education in North America is under attack by the apostles of neoliberalism. No longer viewed as a source of enlightenment or a democratic public sphere, neoliberals see higher education as a threat because it can produce inspired and critical citizens. They are intent upon turning higher education into an adjunct of business culture. Giroux argues that neoliberalism is the enemy of social justice, and if it is to be challenged, educators must create alliances to challenge the politics of neoliberalism on a global level. In part, for academics, this means reinvigorating and rethinking their role as public intellectuals and what it means to create the spaces of resistance within higher education that make public scholarship possible. By rethinking the role of academics as public intellectuals, Giroux argues that it is also crucial to reclaim the part that education has played historically in educating students to develop critical literacies and civic capacities that deepen their abilities to function as engaged and critical citizens. Giroux extends the reach of education beyond formal schooling to the larger cultural spheres and analyzes the role of what he calls public pedagogy, a term that engages the pedagogical functions of a wide variety of cultural sites and digital platforms. As public intellectuals, Giroux argues that academics can work both inside and outside of higher education addressing both students within academia and a much broader audience outside of traditional schooling.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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