Bibliographic record
Abstract
Transformative social justice requires understanding the systemic roots of oppression. It requires understanding how oppressions intersect, whose interests&s; oppression and exploitation serve, and how privilege works at different levels of society. And it requires courage. Using the COVID-19 pandemic (between March 2020 and March 2021) as a case study, this article explores how the pandemic provided a basis for teaching and motivating learners in a Community Work Program in Toronto, Canada, to move from theory to experience to action. The article focuses on critical pedagogical practices that explicitly value the Freirian praxis of theory and lived experience as a tool to shift learners to transformative and systemic understandings of injustice while emphasizing experiential learning as a key method to advance a social justice practice. As such, it challenges charity-based models as falling short of addressing structural inequities, argues that transformative pedagogical approaches need a critical analysis of power and privilege and introduces practices for raising critical consciousness and motivating learners to action.
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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.011 |
| Scholarly communication | 0.011 | 0.017 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.064 | 0.024 |
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".