Bibliographic record
Abstract
In postcolonial societies like Jamaica, media representations of educational systems and outcomes are often divorced from broader social, historical, political, and cultural contexts. Neoliberal globalization and changes in the international political economy are having ever-increasing impacts on education systems, policies, and practices globally. In Jamaica, these changes coincided with increased government intervention and public scrutiny of schools in the 2000s. One outcome of this was the proliferation of media reporting of male underachievement. Using frame analysis, this chapter examines the interface between education and the media through an analysis of reports of male educational achievement in Jamaica’s two main newspapers between 2002 and 2012. Five main frames are discussed: (1) underachievement as a social fact (quantitative language); (2) crises and moral panic (3) achievement tracking; (4) blaming-the-victim; and (5) “exceptionalizing” successful males. The chapter delineates the discursive components of each frame and examines their origins and embeddedness in broader social structures. While these framings serve to shift responsibility away from structural forces, they simultaneously implicate the need for broader educational transformations, including redefining achievement, promoting critical and indigenous pedagogy, and rejecting culturally hegemonic and colonial practices.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".