Keith A. Mayes, The Unteachables: Disability Rights and the Invention of Black Special Education
Bibliographic record
Abstract
acknowledging that the presence of international students in Canadian schools may enrich learning about other cultures, she criticizes the explicit commodification and marketization of education that occurs when school districts are encouraged to compete for international students and the revenue that follows them, with the result that school districts will have unequal funding to support their schools.In chapter 4, Winton describes the implications of policies related to specialized programs and school choice as leading to some student obtaining private benefits from public education.She points to education policies that commodify education systems as illustrative of endogenous privatization.Winton reviews examples of alternative and specialized programs in public schools, such as International Baccalaureate and French immersion, pointing out that these programs tend to favour high achieving and other students from advantaged backgrounds.She then turns to schooling options of charter schools, private schools, and homeschooling.Her major objection to these options arises when public funding is provided for these options, which occurs in some provinces, as Winton claims that these private benefits lead to segregation and stratification in schools and society.In the final chapter, Winton offers ways to support public education, citing her commitment to critical democracy described in chapter 1. Suggested strategies include staying informed, asking critical questions, knowing what you are up against, and knowing that public education is worth fighting for.A major strength of this book is Winton's clear definition of privatization in contrast to the public school ideal.While a point of concern for some readers could be her sometimes unrealistic insistence on the public school ideal at the expense of variety and choice in public schooling, she insightfully points out the need for us all to be clear-eyed about the effects of privatization in education.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.010 |
| Scholarly communication | 0.004 | 0.010 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.006 | 0.008 |
| Insufficient payload (model declined to judge) | 0.007 | 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".