Bibliographic record
Abstract
For 40 years, the Canadian Journal for the Study of Adult Education has been instrumental in promoting debate on critical pedagogy and sharing best practices in transformative education. In 2020, it became clear that we were in a new digital age, as the threat of the coronavirus resulted in a paradigmatic global shift in how we do “all the things.” This paper argues that it is no longer useful for critics to simply reject the digital through drawing three conclusions: (a) it is crucial to build the new with the old, by complimenting decades of critical pedagogical theorization; (b) the moment to deepen our critical analysis is a moment to accept the digital era in an “it’s here, it’s now—what’s next?” framework; and (c) articulating digital critical pedagogy as an approach about both doing—equipping learners with agility and fluency —and thinking—developing and applying a critical analytical social justice lens. Adopting critical digital pedagogy in contemporary democratic societies is vital to ensure future generations are not only digital but fluent and, importantly, critical.
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.
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 | 0.003 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.006 | 0.009 |
| Insufficient payload (model declined to judge) | 0.221 | 0.117 |
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".