Bibliographic record
Abstract
Contents: Tina Besley/Michael A. Peters: Introduction: Interculturalism, Education and Dialogue - Michael A. Peters: Western Models of Intercultural Philosophy - Driss Habti: Averroes Revisited: Intellectualism, Interculturalism and Dialogue in Medieval Spain - Peter Murphy: Winking at the State: Social Drama and Multicultural Claustrophobia - Tasos Kazepides: Education as Dialogue - Tina Besley: Narratives of Intercultural and International Education: Aspirational Values and Economic Imperatives - J. Gregory Keller: Intercultural Dialogue and the Dialogism of Life: Education for Transformation - Inna Semetsky: Toward Shared Values: Self-Other Dialogue and the Cultural Pedagogy of Concepts - Nina L. Dulabaum: A Pedagogy for Global Understanding - Intercultural Dialogue: From Theory to Practice - Naomi Hodgson: Seeking a Common Language: European Citizenship and the Governance of Dialogue - John Igbino: Intercultural Dialogue: Cultural Dialogues of Equals or Cultural Dialogues of Unequals? - Michalinos Zembylas/Vivienne Bozalek: The Council of Europe's White Paper on Intercultural Dialogue: An Analysis Using the Ethic of Care - James Arthur: Intercultural versus Interreligious Dialogue in a Pluralist Europe - Julie Allan: Teacher Competences for Diversity: Becoming Ethical and Responsible - Danielle Zay: A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-be - Francesca Gobbo: Intercultural Dialogue and Ethnography: On Learning about Diversity in Italian Multicultural Classrooms - Monica Mincu/Maurizio Allasia: Recognition, Interculturalism(s) and Schooling in Italy: A Critique from an Equity Perspective - Roxana Enache: Possible Orientations of the European Dimension in Romanian Educational Policy - Ineta Luka: Fostering Intercultural Dialogue in Tourism Studies: The Case of Latvia - Ulla Damber: Literacy and Empowerment: Swedish Children from Diverse Backgrounds Defeating the Statistical Trends - Xiaoping Jiang: Explorations of Intercultural Dialogue from a Chinese Perspective - David Waddington/Bruce Maxwell/Kevin McDonough/Andree-Anne Cormier/Marina Schwimmer: Interculturalism in Practice: Quebec's New Ethics and Religious Culture Curriculum and the Bouchard-Taylor Report on Reasonable Accommodation - Peter Rule: Intercultural Dialogue, Education and Transformation: An African Perspective - Sammer Zehra: Intercultural Understanding and Social Activism Initiative in the Western Suburbs of Chicago - Shaireen Rasheed/Linda Welles: Reframing Globalism: Dialogue and Difference in the Classroom: Muslim Students in New York Schools - Robert K. Shaw: Intercultural Education Challenges Democracy - Evelin G. Lindner/Linda M. Hartling/Ulrich Spalthoff: Human Dignity and Humiliation Studies: A Global Network Advancing Dignity through Dialogue.
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 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.018 |
| Scholarly communication | 0.012 | 0.009 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.017 | 0.003 |
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".