International Education in Canada: The Construction of a "New" Professionalism
Bibliographic record
Abstract
Higher education institutions everywhere are subject to global trends, such as the growing commodification and commercialization of knowledge, which are pulling universities closer to the market (Altbach, 2001). Rationales for the internationalization of higher education, consistent with neo-liberalism, increasingly emphasize the importance of developing human capital and income generation through study and life abroad. Exploring this entrepreneurial turn, my research revealed that international education shows signs of developing a professionalized workforce. Through the use of various theoretical frameworks, including institutional ethnography, a Foucauldian focus on discourse and anti-colonial theoretical perspectives, I disclose how the managerial-driven discourse of professionalism of international educators facilitates control “at a distance” (Fournier, 1999) and prioritizes organizational interests over their everyday/night experiences. At the same time, by conceptualizing professionalization as a site of struggle (Tobias, 2003), I describe ways in which these “ruling relations” may be subverted and how an alternative professionalization strategy may be pursued by international educators in their efforts to advocate for social justice in international education.
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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 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.038 | 0.025 |
| Scholarly communication | 0.016 | 0.004 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.008 | 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".