In Conversation with Jonathan Silin: Past, Present and Future
Notice bibliographique
Résumé
Anthony Semann (AS) & Cristyn Davies (CD):The HIV pandemic has influenced your work and thinking over many years.In Sex, Death and the Education of Children: Our Passion for Ignorance in the Age of AIDS (1995) you shared the personal and social turmoil of this pandemic and its impact on early childhood education and care.In part, your work has been encouraging educators to break the silence on a range of issues perceived to be taboo for children.Do you still have similar concerns regarding silence and childhood?Jonathan Silin (JS): I have more concerns than ever.We're living in an educational environment where the pressures for academic achievement and the proliferation of test-driven curricula are forcing out any possibility for conversations that don't directly contribute to increased test scores.The curriculum is under pressure and teachers are increasingly under pressure as well.I think that there is less and less space for any kind of conversation that doesn't seem immediately relevant to the test-driven curriculum.I've been advising some teachers at an independent school in New York who want to discuss gay and lesbian families in the early years curriculum.They are meeting incredible resistance to even reading simple story books about gay, lesbian, bisexual, transgender and queer families to young children.I also see it here in Toronto where the introduction of a more liberal, more expansive sex education curriculum was put on hold by the provincial government about two years ago as a result of disapproval from a very vocal conservative minority.So now we're stuck with a traditional, very narrow curriculum.I saw such conservative approaches to broaching difficult issues with children while in Australia as well.In rural settings I was concerned by what I saw as a failure to talk about the kinds of environmental events -bush-fires, droughts, floods -that have become endemic and are directly impacting the lives of children.AS & CD: What is the role of personal narrative in your research and practice?What power do you believe this holds in shaping and transforming pedagogical practice?JS: Personal narrative is compelling and engaging and draws people into a text just as it draws people into your pedagogy.As a teacher educator I believe that we have an ethical commitment to identify who we are outside of the classroom and who we are as teachers.It is important for writers to be present in their texts as it allows the reader to engage in a more extended dialogue with the author as well as with the themes being addressed.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,024 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,017 | 0,008 |
| Communication savante | 0,008 | 0,012 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,012 | 0,030 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».