National Debt and Public Education in Jamaica: "Glocal" Challenges and Responses
Bibliographic record
Abstract
This dissertation is a transnational case study, designed to capture how structural adjustment and austerity have affected public primary schooling in Jamaica, and the response(s) of alumni associations in the Torontonian-Jamaican Diaspora to this phenomenon. Using ethnography, auto-ethnography and semi-structured interviewing qualitative methodologies, data were collected in a rural primary school in Hanover, Jamaica in order to ascertain the everyday experience narrative of structural adjustment. Subsequently, semi-structured interviews were conducted in the Greater Toronto Area in order to determine how and why members of the schools alumni association support the school through group educational remittances. Framed by an anti-colonial discursive framework, this study explicates the transnational-diasporic nature of public schooling and draws attention to the Government of Jamaicas inability to provide an adequate and appropriate public school program, as well as its controversial tendency to claw back funding from schools who have active alumni associations abroad. This dissertation also provides a window into the efficacy/inefficacy of non-financial educational remittances which, although well-intended, are, sometimes, more harmful than helpful to their recipients. In contrast to this, the everyday tenacious hope that exists at the poorly resourced primary school that was selected for this study is illuminated.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 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".