Using Narrative Inquiry to Inform and Guide our (Re) Interpretations of lived experience
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT. In this paper, I share stories that provide sites of inquiry for the (re)interpretation of my own educative experience. Crossing time, I (re)visit and (re)construct seminal events in my life using knowledge gleaned in the intervening years to come to see how these life stories inform and guide me in the present. I use my own stories to enhance my understanding of the direction I am taking in my life since they are what I know, and I offer them here as an example of how narrative inquiry can provide a theoretical and practical framework for (re)interpreting our lived experience. RECHERCHE NARRATIVE COMME OUTIL DE DOCUMENTATION ET D’ORIENTATION DE NOTRE (RE)INTERPRETATION D’EXPERIENCES VECUES RESUME. Dans ce document, je raconte des recits qui sont sources d’interrogation pour l’(la re)interpretation de ma propre experience de l’enseignement. Je (re)visite et (re)construit les evenements fondamentaux de ma vie en faisant appel aux connaissances glanees au fil des ans pour en arriver a voir comment ces recits me renseignent et m’orientent aujourd’hui. Je relate ma propre experience pour mieux comprendre la direction que je donne a ma vie puisque c’est ce que je connais, et je la cite ici pour montrer comment une recherche narrative peut constituer une structure theorique et pratique pour interpreter ou reinterpreter notre vecu.
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it