Teacher education at the crossroads of multiple modernities and internationalities (XIX-XX Centuries)
Bibliographic record
Abstract
The chapters in this book address the circulation of knowledge and reception processes from various perspectives and many textures: how schooling organized human experience within the context of regional, national, and colonial agendas, and the response to internal and international movements claiming rights. These movements and “translations” occurred at complex international conjunctures, such as World War I and its geopolitical re-accommodation; national revolutions such as Mexico’s in 1910; the Russian Revolution; the emergence of fascism and Nazism, and of Franquism in Spain; World War II and the decolonization process; the Cold War; the long 1960s and the pursuit of rights; neo-liberalism; and the technological revolution. At the moment, we are facing an Orwellian, nihilist US project to change the architecture of the world, which as a consequence will affect education and its role in the formation of a polity. Meanwhile, contemporary paradigms situate humanity within a broader perspective in relation to our Earth and the universe, questioning anthropocentrism and generating a continuum with nature. The expansion of democratic rights and the central tenets of inclusivity and identity, which are currently being challenged in the United States, make the formulation of an ethically defensible language of education a matter of some urgency. This collection is divided into six parts that respond to the intentionality of the joint project. The contributions are aligned with an understanding of transnationalism not only as networks but also taking into account the groups and individuals connecting, the multiple readings of a synthesis of ideas, and the contextual spaces in the process of reception/translation.
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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 | 0.001 |
| 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 | 0.005 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.014 | 0.002 |
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".