Disruption and Disagreement: Emancipation and Education in Clayton Christensen and Jacques Rancière
Bibliographic record
Abstract
In this paper, I will examine the varying uses of the concept of disruption in education, with particular focus on its use by Clayton Christensen and other ‘education reform’ advocates on the one hand, and Jacques Ranciere’s ideas of dissensus and intellectual emancipation on the other. Despite the odd juxtaposition, the two ideas share deep similarities: both strive to democratize education through a structural shock to the status quo. However, I argue that it is more accurate to understand disruption rhetoric as technocratic in nature and deeply rooted in capitalism. Ranciere’s understanding of disruption as liberation reflects a deeper and more fundamental disturbance to the status quo. I conclude by discussing the insights these concepts provide into neoliberalism and possibilities for resisting it.
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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 | 0.014 | 0.024 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.017 | 0.087 |
| Scholarly communication | 0.013 | 0.012 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.008 | 0.010 |
| 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 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".