Bibliographic record
Abstract
This paper is about student participation in critical pedagogy. It is also about the anxiety that occurs in practice when the prompting of participation falls on deaf ears. It considers the way that students silence figures as a symptom in critical pedagogy, where it is taken as something that blocks learning and simultaneously a point on which on dialogue is potentiated. Drawing on Freud's concept of the uncanny and Hegel's master/slave dialectic, the discussion analyses that anxiety and suggests that beneath explicit emphasis on dialogue in critical pedagogy, there is also an implicit asymmetrical desire for recognition because the teacher relates to students' learning mediately, through their participation. I argue that student silence should not be regarded only as a problem of "non-work" to be overcome via pedagogical techniques; but rather, the anxiety it provokes offers two ways of responding. About the Author Dr. Amy Swiffen received her PhD from the Department of Sociology at the University of Alberta where she currently teaches social theory. Dr. Swiffen can be contacted at aswiffen@ualberta.ca
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.038 |
| Scholarly communication | 0.007 | 0.011 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".