Dia Dabby. Religious Diversity in Canadian Public Schools: Rethinking the Role of Law. Vancouver: UBC Press, 2022, 291 pp.
Bibliographic record
Abstract
To say that religious diversity in public schools is an important topic may sound trite, and to say that it is particularly important in Canada may sound odd.But both statements are true.It is this important topic that Dia Dabby addresses in her book Religious Diversity in Canadian Public Schools: Rethinking the Role of Law.Dabby deftly shows why the topic is important, and why it is particularly important in Canada.In political terms, the education of children is ground zero for developing and maintaining the citizenry.School is where children first encounter people who are different-including religious difference-and a crucial part of childhood education is to socialize people that are different, with the goal that they will become part of a common social/political body.This is particularly relevant in Canada because of the historical confrontations and negotiations between English, French, and Indigenous peoples.Religious difference is a central theme in the story of Canada, and public schools are a central place where the story is acted out.The Canadian Constitution-both its 1867 and 1982 iterations-includes special protection for religious minority schools.Dabby rightly notes that the management of religious diversity in public schools is something of a "constitutional weather vane," which charts the course of Canadian constitutionalism (p.196).The constitutional legal (and political) context of religious diversity in public schools is not the focus of Dabby's book, however.Her book assesses the way that matters of religious diversity in public schools are managed, and the structural role that law plays.Dabby's approach to this examines the experience-in her words the "voices"-of children involved in conflicts of religious diversity in school.Dabby's analysis focuses on the complexity that exists in these situations, which involve the intersection of the interests of children, of parents, of religious
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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 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.008 |
| Science and technology studies | 0.010 | 0.003 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.023 | 0.004 |
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".