Education, participatory action research, and social change : international perspectives
Bibliographic record
Abstract
Introduction: International Perspectives on Education, PAR, and Social Change D.Kapoor & S.Jordan PART I: INTERNATIONAL PERSPECTIVES ON EDUCATION AND PAR From a Methodology of the Margins to Neoliberal Appropriation and Beyond: Lineages of PAR S.Jordan Subaltern Social Movements (SSM) and the Politicization of PAR D.Kapoor When Research becomes a Revolution: Participatory Action Research with Indigenous Peoples C.Weber-Pillwax Ko tatou te rangahau, ko te rangahau ko tatou: A Maori Approach to Participatory Action Research L.Te Aika & J.Greenwood Translating 'Participation' from North to South: A Case Against Intellectual Imperialism in Social Science Research C.Chambers & H.Balanoff Action Research for Curriculum Internationalization: Education versus Commercialization R.McTaggart & G.Curro Critical Complexity and Participatory Action Research: Decolonizing 'Democratic' Knowledge Production J.Kincheloe Reconceptualizing Participatory Action Research for Sustainability Education E.Lange PART II: INTERNATIONAL CONTEXTS: CASE STUDIES OF PAR, EDUCATION, AND SOCIAL CHANGE Chara chimwe hachitswanyi inda: Indigenizing Science Education in Zimbabwe E.Shizha Research and Agency: The Case of Rural Women and Land Tenure in Tanzania C.Mhina NGO-Community Partnerships, PAR, and Learning in Mining Struggles in Ghana V.Kwai Pun Ethnography-in-Motion: Neo-liberalism and the Shack-Dwellers Movement in South Africa S.Walsh Kabyle Community Participatory Action Research (CPAR) in Algeria: Reflections on Research, Amazigh Identity, and Schooling T.Belkacem Notes and Queries for an Activist Street Anthropology: Street Resistance, Gringopolitica, and the Quest for Subaltern Visions in Salvador da Bahia, Brazil S.Veissiere A Participatory Research Approach to Exploring Social Movement Learning in the Chilean Women's Movement D.Chovanec & H.Gonzalez Participatory Research and Grassroots Development: Challenges in Rural Bangladesh B.Barua Making Space for Youth: iHuman Youth Society and Arts-Based Participatory Research with Street-Involved Youth in Canada D.Conrad & W.Kendal
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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 | 0.033 | 0.016 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.008 | 0.019 |
| Science and technology studies | 0.007 | 0.062 |
| Scholarly communication | 0.025 | 0.026 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.012 | 0.016 |
| Insufficient payload (model declined to judge) | 0.014 | 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".