Bibliographic record
Abstract
Welcome to a new issue of Comparative and International Education!It is a delayed issue, meant to be published in December 2018.With that being noted, we would like to identify an issue that has been hampering our work-namely, the lack of available reviewers without whom the integrity and credibility of an academic journal is severely compromised.We believe this is not a lack of willingness on the part of scholars to carry out this service, but more a symptom of the increasing workloads imposed on academics on multiple fronts.Academic work such as reviews, participation on editorial boards and journal production rank low in being recognized in performance reviews of academics, and is even discouraged in favour of time spent on producing one's own academic publications.This trend deeply impacts the sustainability of our academic professional communities, is an erosion of the notion of academic service, and undermines the foundation of scholarly publishing.Paradoxically, this is the very time that we are seeing an increase in journals with dubious credentials and lack of peer review.We urge our readers to please consider committing to review for our journal in order to maintain the high standards and quality that our previous editors have set for the CIE.As a bilingual journal we have committed to publish one French article per issue, and we regret the absence of one in this issue.We invite our French scholars to submit articles, and all of our readers to encourage your bilingual colleagues to submit French articles, to maintain that commitment.The articles in this issue are concerned with power and equity in diverse educational settings and contexts.Resistance to the ongoing inequity of South-North relations is the subject of Michael O'Sullivan and Harry Smaller's article, "ISL Programs and Neo-colonialism: The Response of One Nicaraguan Village."International Service Learning (ISL) programs have been critiqued for reproducing colonial attitudes and behaviours, and for letting the privilege of students studying in Northern institutions, while encouraging host community dependencies on wealthier communities.In this refreshing case of San Ignatius, the host community pushes back, insisting on maintaining autonomy of their community in setting the terms of the hospitality and learning experiences provided to outsiders.As the authors assert, sharing of these examples of resistance is an important part of the change that is necessary to the values and practices of ISL programming and the shifting of power to host communities in the South who are made vulnerable by their participation in such programs that benefit mostly Northern students.Peter Moyi's article "Education for Children with Disabilities: Will Policy Changes Promote Equal Access in Kenya?" addresses an often overlooked aspect of inequity, the issue of access to quality education for children with disabilities.The setting is Kenya, and Moyi charts in detail the evolution of policy relating to special needs, and the constitutional change in the country in 2010, which ensures the rights of people with disabilities, and along with it, guarantees the right to free and compulsory education for children with disabilities.There is a detailed description and analysis of The National Special Needs Education Policy Framework that emerged from the constitutional change and an insightful discussion of the challenges and factors that have prevented this framework from being more widely implemented.There is hope, however, according to the author, that this government policy will create change for children with disabilities.
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 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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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".