Multinational citizenship and education : assessing the Quebec education program
Bibliographic record
Abstract
Education is the area most conducive to fostering the dispositions that are intrinsic or instrumental to liberal democracy, structuring relations both between citizens and with the state. Indeed, citizenship theory has become increasingly concerned with the normative force attributed to political sociology. Such theories attempt to reconcile individual autonomy with the promotion and flourishing of collective identities, as expressions of popular sovereignty and as legitimating principles for liberal frameworks. The study introduces multinational democracies as a challenge to liberal justificatory frameworks; and as associations that more easily lend themselves to case-specific, historical and contextual analysis. Through the normative lens of the socio-political conditions characteristic of a multinational democracy, a closer look at the debates that have informed the contours of citizenship in Canada and Quebec is followed by a theoretical defence of multinational citizenship. Indeed, it is argued that liberalism, conceptualized as a society of equal individuals, cannot in itself provide answers to questions about the identitive boundaries and democratic legitimacy of particular communities. In terms of citizenship education, the fact of national pluralism, often conceived as a theoretical anomaly, is hardly addressed in the literature on the proper aims and approaches to education, yet at the same time liberal justificatory schemes are for the most part inadequate as normative guides. The study then assesses the citizenship components of the Quebec Education Program, as a guidepost for the ideal of citizenship sought through education, and argues that its approach and aims disregard the politically-salient variables necessary for the flourishing of multinational citizenship. The ends of citizenship in such policy documents rest upon the development, among individuals, of abstract, procedural, apolitical and universal competencies that can very well apply in any situation regardless of spatio-temporal contingencies, a clean break from much of the collective conflicts, contestation and interdependence that have characterized citizenship in Canada. The dissertation outlines a theory of multinational citizenship education, accounting for the flourishing of individual self-enactment as well as the dispositions and identities through which popular sovereignty is deemed to be legitimate. Finally, I respond to some projected criticisms of the justificatory framework developed here.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".