Evaluating the Relevance of Critical Schools of Law and Economics for the Equality Rights of Workers with Disabilities in Canada and the United States
Bibliographic record
Abstract
This article examines the contributions of modern schools of law and economics to the equality rights of workers with disabilities. While neo-classical law and economics generally advocates the supremacy of free markets to operate without government interference and legal regulation, many of the newer schools of law and economics offer highly creative solutions and dynamic approaches that may offer real hope to people with disabilities. The merits and weaknesses of the theories of these modern schools are discussed in light of the social model of disability. The schools are examined by drawing on examples from Canadian and American jurisprudence. Specifically, the extent to which the schools provide robust explanations for labour market policy is explored. The author argues that neo-institutional law and economics, feminist law and economics, and critical race theory law and economics hold out the most promise for understanding the implications of the social model of disability.
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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 | 0.008 | 0.032 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.006 | 0.006 |
| Science and technology studies | 0.018 | 0.019 |
| Scholarly communication | 0.011 | 0.003 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.003 | 0.004 |
| 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".