**** * Reflections for ‘edits ’ prior to Oxford!!
Bibliographic record
Abstract
Radical Educational Policy: Critical democratic pedagogy and the reinfusion of the arts in secondary schools The education system is in the midst of intense and rapid change. Everyone wants the best possible education for their children, but cannot agree on the most appropriate mix of programs, curriculum, tests and approaches to achieve this goal. While schools struggle with how best to educate students for the future, they are also dealing with serious financial pressures. In schools all across Ontario, teachers, parents and administrators are making decisions about the skills students will need and about the best way to use scarce resources to meet competing demands. They are looking at how and what to teach, and they are deciding which programs to eliminate, and which to keep. Where does arts education fit in this restructuring of education? Will schools continue to offer arts education or are these programs vulnerable? The purpose of this paper will be to undertake an in-depth study on whether and how to promote an increased focus on arts education in Ontario public schools. It will be argued that the use of critical democratic pedagogy with the arts, integrated across the curriculum, is a valuable educational policy tool to help re-create our schools as models of democracy and social justice.
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 | 0.002 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.057 | 0.013 |
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".