Transforming public policy with engaged scholarship: better together
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Many people remain invisible in all stages of policymaking processes and are re/harmed by policy decisions made in their absence, even where public engagement has occurred. This lack of meaningful engagement affects those experiencing homelessness, migrant workers, northern and Indigenous women, and others with whom we have collaborated. This article demonstrates the transformative potential of recognising these ‘invisible’ actors as legitimate and effective actors in the policy process. In this article, we present a series of Canadian research vignettes, emerging from our empirical research programmes, that illuminate the possibilities for the principles of engaged scholarship to advance transformative, community-driven policymaking. Along with other critical policy scholars, we are concerned about how power circulates and is distributed unequally through public policy. Our focus in on how commitments manifested through engaged scholarship can disrupt these power distributions. Through our vignettes, we demonstrate how principles of engaged scholarship can shape public engagement, the understanding of policy problems, the creation of evidence, and the development of meaningful policy solutions. This article makes an important contribution on how to improve the processes of public engagement in policy development.
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.
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 | 0.002 | 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 | 0.024 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it