L’ÉCOLE PUBLIQUE GÉNÉRALISTE EST-ELLE EN TRAIN DE VOIR SA VOCATION TRANSFORMÉE ? / IS THE GENERAL PUBLIC SCHOOL ABOUT TO SEE ITS FUTURE CHANGED?
Bibliographic record
Abstract
Les plus recentes transformations des systemes educatifs occidentaux, bien que s’effectuant dans des contextes fort differents, presentent entre elles de nombreuses convergences. Dans l’ensemble, on passe d’une recherche de justice pour tous par l’egalite formelle a une differenciation de l’allocation des ressources et des services d’education, voire meme de la pedagogie. L’emergence d’une telle differenciation ne produit pas des effets egaux a tous egard. Dans certains cas, la differenciation prenant la forme de la discrimination positive correspond a une volonte de justice sociale. Au contraire, dans certains autres, notamment celui d’un modele marchand donnant lieu a une forte concurrence entre les etablissements, elle correspond plus a une volonte de faire de l’education un instrument qui sert prioritairement non pas l’interet commun mais l’interet prive. L’article retrace d’abord une reflexion sociologique sur les liens entre l’egalite, l’equite et la differenciation en tant que reponses possibles aux inegalites persistantes en education et particulierement au probleme de l’echec scolaire. Ensuite, il montre que depuis les annees 1980, l’introduction de la differenciation des services dans le systeme educatif quebecois, y compris dans l’ecole publique, et meme lorsqu’elle procede de principes democratiques et communautaires, n’echappe pas toujours aux pieges de la logique marchande. IS THE GENERAL PUBLIC SCHOOL ABOUT TO SEE ITS FUTURE CHANGED? Recent transformations of western educational systems, although implemented in different contexts, reveal numerous elements of convergence. Indeed, they indicate a move from a search for justice for all by formal equality to differentiation in the allocation of resources and the provision of educational services and pedagogy. The emergence of such a differentiation does not produce equal effects. In certain cases, differentiation, under the form of positive discrimination, corresponds to a will for social justice. On the contrary, in other cases, notably in the case of a market model and of strong competition between schools, differentiation corresponds to a will to make education an instrument of private interest, instead of the public good. This article traces the sociological reflexion on the links between equality, equity and differentiation, as possible responses to persisting inequalities in education and particularly to the problem of school failure. It shows that since the eighties, the introduction of differentiation of services in Quebec’s educational system, including within the public schools, even when it proceeds from democratic and community principles, does not always escape from the market logic.
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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 | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.005 | 0.014 |
| Scholarly communication | 0.013 | 0.012 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.032 | 0.004 |
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".