Sexual Diversity and Institutional Change: Exploring the Process of Changing Education Systems in Alberta and Newfoundland/Labrador
Bibliographic record
Abstract
This dissertation explores how Alberta and Newfoundland/Labrador gradually changed their education systems from laggards to leaders in the context of sexual diversity. I demonstrate how these changes occurred by integrating historical institutionalism and human geography. From historical institutionalism, I draw from theories of gradual institutional change to show how policy change in each province was a continuous process that occurred over a period of time. I draw from policy feedback theory to explain how these changes happened. More specifically, I use explaining-outcome process tracing to identify policy feedback mechanisms, which provide a detailed account of policy change within the political and historical context of each province, including the networks of social relations involved and the scales from which they emerged. From human geography, I draw from theories of place as relational to theorize provincial educational policy-making as a locality in which various networks of social relations from different scales converge and negotiate how to create safe school spaces for sexually diverse students. In this way, I illustrate how the feedback mechanisms and relevant networks of social relations interact and become institutionalized through provincial educational policy-making. Applying this framework to provincial education policy, I demonstrate how Alberta and Newfoundland/Labrador’s education system gradually changed through a policy feedback process. This framework makes two theoretical contributions. The first contribution is by identifying policy feedback mechanisms to make visible the process of gradual institutional change. The second contribution is by integrating policy feedback mechanisms with place/locality as relational to demonstrate how a multi-scalar right is localized as different networks of social relations converge to negotiate how to enact this right.
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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 | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.016 | 0.016 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".