Learning in Social Action: Students of Color and the Québec Student Movement
Bibliographic record
Abstract
OFFERS OUR CRITICAL RELFECTIONS AND STORIES as active participants within the 2012 Qubec student movement, in relation to our diverse social locations and the various Indigenous, racial and migrant justice movements that are at the heart of our activist scholarship.Through this collaborative project we seek to emphasize the importance of teaching and learning that takes place away from the traditional academic classroom and specifically, "the widespread and powerful informal and incidental education and learning that occur around social and political struggle" (Foley, 1999, p.7).Our commitment to learning in social action and documenting the complex and contradictory processes involved in social movement building is intended as part of a collective ongoing project of challenging the neocolonial assumptions and institutions of the Canadian and Qubcois settler states.Our collaborative work serves as an alternative to the isolating and individualizing model of academic knowledge production.As activist-scholars, our research offers examples of knowledge production and pedagogical practices that are actively engaged with, and in the service of, grassroots social movements (Sudbury & Okazawa-Rey, 2009).We reject the T
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 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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".