Public Scholarship, Public Intellectuals, and the Role of Higher Education in a Time of Crisis
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.
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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 | 0.013 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.025 | 0.099 |
| Scholarly communication | 0.037 | 0.031 |
| Open science | 0.002 | 0.021 |
| Research integrity | 0.013 | 0.017 |
| Insufficient payload (model declined to judge) | 0.008 | 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".