Bibliographic record
Abstract
Introduction Although differences between countries continue to be pronounced, national HE systems are becoming more alike in the sense of being more market-oriented, even in countries with a strong welfare tradition. Fighting back against these processes, student protests arose unexpectedly – to a certain extent – in several countries across the five continents, with particularly intense waves in countries such as South Korea and India in Asia, Chile and Mexico in Latin America, Canada and the United States in North America, South Africa and Nigeria in Africa, and Italy, England, and Germany in Europe. Thus, recent years have witnessed the rise and proliferation of student mobilizations as a collective response to the expansion of neoliberal capitalism and its policies in the field of HE (Cini and Guzmán-Concha, 2017; Cini, 2019b). Historically, students constituted the fundamental segment of various political movements, ranging from the nationalist European movements in the 19 th century, to the environmental, urban, anticolonial, and peace movements in the second half of the 20 th century, until the more recent mobilizations associated with the ‘Arab Spring’ and the ‘Occupy’ movements. Students have often played a clear political role in modern society (Sukarieh and Tannock, 2015). However, it is with the 1968 wave of global contestation that the collective power of students fully materialized in HE institutions (HEIs) in the form of activism. The 1968 protests marked the era of the politicization of the student condition, as such (Altbach, 1991). While university systems in many parts of the world had expanded significantly over the 1960s, taking in larger and more diverse student bodies, university policies and practices remained elitist and traditionalist. Contesting the authoritarian and hierarchical way in which universities were organized and governed, student protesters around the world demanded a more democratic and accessible HE, more rights and freedom on campus, greater involvement in university governance, and a more coherent and relevant curriculum. Through such mobilizations, students aimed also at putting forward an alternative conception of society based on values of equality, solidarity and social justice (Breines, 1989). The greatest impacts of 1968 mobilizations were a general democratization of university institutions, with more student involvement in governing bodies, the development of new curriculum areas, and greater attention paid to ensuring student rights and freedom on campus (Cockburn and Blackburn, 1969).
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.522 | 0.279 |
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".