<i>Redefining the Public Purposes of Schools in an Age of Globalization and Human Rights</i> edited by Ali Abdi and Lynette Schulz
Bibliographic record
Abstract
Schools have been guided at various times by various purposes: from building nation states and national and political identities to serving as a socioeconomic ladder for helping the poor; from educating workers and improving national competitiveness to educating citizens and assimilating immigrants.The proposition that schools should be about educating for human rights and global civility competes with these purposes.Yet if as Reimers (2006) asserts, educational relevance is about how educational goals keep pace with important changes in the larger societal contexts in which schools are embedded, then a number of factors necessitate the development of a strong association between educational practice and the larger public purposes that schools are presumed to advance.These factors include: globalization and its effects on local, regional, national, and international communities; postwar international migration, which has increased diversity in most nation states, forcing nations to rethink citizenship and citizenship education; the erosion of national boundaries as millions of people live in more than one nation and have multiple citizenships and others, including millions of refugees around the world, are stateless; and the porousness of national boundaries due to the principle of human rights (codified in the 1948 Universal Declaration of Human Rights), which ascribes a universal status to individuals and their rights regardless of the nation state in which they live whether they are citizens of a nation or not. 1 Although it is clear that these trends require students to develop the knowledge, skills, attitudes, and dispositions that enable them to function in a global environment, it is not clear whether schools have realigned their purposes to prepare students to be competent citizens in an age of globalization and universal human rights.Educating for Human Rights and Global Citizenship, edited by Ali Abdi and Lynette Schultz (2008), challenges schools to redefine their public purposes by focusing on human rights and global citizenship education.Three salient arguments are propounded by the editors in support of this challenge: (a) Sixty years after the adoption of the Universal Declaration of Human Rights by the United Nations General Assembly, all 31 articles comprising the Declaration Yatta Kanu is an associate professor in the Department of Curriculum, Teaching and Learning in the Faculty of Education.Her research focuses on culture, curriculum, and student learning.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.007 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 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".