Education as activation: developing a pedagogy for social change
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This thesis explores diverse theoretical and practical contributions to the field of critical pedagogy with the goal of developing a teaching praxis that strengthens the links between classroom activity and movements for social justice. The project builds from the conviction that universities and other cultural institutions exist in a relationship of constant exchange rather than as independent, discrete spheres. In this process of mutual interchange lies the possibility that work carried out within the university can effect meaningful social change beyond the imagined boundaries of the academic environment. Having considered various academics' ideas about how best to achieve this goal, the thesis turns to an analysis of the innovative teaching practices of University of Toronto Professor Ronald Deibert, whose work demonstrates the challenges and benefits of putting critical pedagogy in practice. The thesis closes with a call for further experiments and analysis in the developing field of critical pedagogy.
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it