Provoking the very “Idea” of Canadian Curriculum Studies as a Counterpointed Compositioni
Bibliographic record
Abstract
I've long been intrigued by that incredible tapestry of tundra and taiga which constitutes the Arctic and Subarctic of our country.I've read about it, written about it and even pulled up my parka once and gone there; yet, like all but a very few Canadians, I've had no real experience of the North.I've remained, of necessity, an outsider.And the North has remained for me a convenient place to dream about, spin tall tales about, and in the end, avoid.(Gould, 1967) Provoking the very "Idea" of Canadian Curriculum Studies as a Counterpointed Composition NG---A---FOOK 13 and other national crises, like the Mohawk standoff at Oka in 1990, and the ongoing Idle No More movement across our nation.In different ways, these national crises posed and pose a recursive threat to the very "idea" that Canada exists as a singular unified nation.iv Later, Wadhams describes how Glenn Gould's Idea of the North inspired his 1992 production as both a piece of music and a documentary where different fragments of speech and music-news broadcasts, advertisement, interviews, and so on-are used to narrate our mythic national identity (its verticality and horizontality) in stereo, as a storied composition of musical counterpointed movements.Much like this program, the very "idea" of Canadian curriculum studies is bound together by stories of counterpointed historical movements.Inspired by the nocturnal sensibilities of Ishiguro's stories, Smits (2011) asks us to reconsider, such historical movements within our field as "the play of counterpoint" where scholars might interweave "diverse chords and voices but also discordance or dissidence," offering in turn, both "complexity and the invitation to hear" each other differently (p.48).Picking up from where Milburn and Herbert (1974), Barrow (1979), Tomkins (1985/2008), Sumara, Davis, and Laidlaw (2001), Cynthia Chambers (1999, 2003, 2006), Smits (2008), and more recently Pinar (2011), and Johnston and Richardson (2012) left us, I would like to suggest that curriculum scholars here in Canada, much like Gould and Wadhams, continue to experiment with curriculum theorizing as a composition of narrative counterpoints, rapprochements, and juxtapositions that pay particular attention "to braiding languages and
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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 | 0.009 | 0.026 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.024 | 0.048 |
| Scholarly communication | 0.017 | 0.007 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.006 | 0.014 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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".