Beyond the Rhetoric: Moving from Exclusion, Reaching for Inclusion in Canadian Schools
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
This article is informed by the findings of a three-year research study in Ontario schools in order to understand the factors and forces that make for students' engagement and disengagement in schools. Although research has sought to understand the processes that contribute to some students feeling a sense of marginality and disconnectedness in their schools, we have also paid attention to exemplary practices of inclusive schooling in educational settings. Specifically, in this article we examine educational practices that engender exclusion or inclusion, particularly of racially marginalized students in Euro-American or Canadian contexts. We develop an analysis that uncovers the connection between "inclusionary and exclusionary" practices of schooling. "Inclusivity" moves beyond mere classroom presence of minorities or superficial attempts at multiculturalism: students may feel disempowered and therefore excluded as far as actual classroom practices are concerned (e.g., teaching, sharing knowledge). Moving from exclusion means identifying students' own narrative accounts of marginality and subordination that result in feeling left out. Reading for inclusion means interrogating strategies initiated by schools, students, educators, parents, and local communities to counteract the marginalization of disadvantaged and racial minority youths. Our aim in this article is to use available research information to encourage the wider application of effective inclusive practices to improve learning outcomes for all youth.
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 | 0.007 | 0.039 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 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) | 0.004 | 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