Voices of authority : education and linguistic difference
Bibliographic record
Abstract
Preface Introduction Symbolic Domination, Education and Linguistic Difference by Monica Heller and Marilyn Martin-Jones Constructing Legitimate Language: Ritualization and Safetalk Co-Constructing School Safetime: Safetalk Practices in Peruvian and South African Classrooms by Nancy Hornberger and Keith Chick Codeswitching and Collusion: Classroom Interaction in Botswana Primary Schools by Jo Arthur Language and Educational Inequality in Primary Classrooms in Kenya by Grace Bunyi The Contradictions of Teaching Bilingually in Post-Colonial Burundi by Lin Ndayipfukamiye Turn-Taking and the Positioning of Bilingual Participants in Classroom Discourse in British Primary Schools by Marilyn Martin-Jones and Mukul Saxena Symbolic Domination and Codeswitching in Hong Kong Secondary Schools by Angel Lin Coping With Contradiction and Creating Ambiguity Like You Are Living Two Lives In One Go: Negotiating Different Social Conditions for Classroom Learning (in a Further Education Context in Britain) by Celia Roberts and Srikant Sarangi Constructing Hybrid Post-Colonial Subjects: Codeswitching in Jaffna Classrooms by Suresh Canagarajah Language Values and Identities: Codeswitching in Secondary Classrooms in Malta by Antoinette Camilleri Classroom Interaction and the Bilingual Resources of Migrant Students in Switzerland by Lorenza Mondada and Laurent Gajo Authority and Authenticity: Corsican Discourse on Bilingual Education by Alexandra Jaffe Language of State and Social Categorization in an Arctic Quebec Community by Donna Patrick Contestation and Struggle Collusion, Resistance and Reflexivity: Indigenous Teacher Education in Brazil by Marilda Cavalcanti Telling What is Real: Competing Views in Assessing ESL Development in Australia by Helen Moore Legitimate Language in a Franco-Ontarian School by Monica Heller Youth, Race and Resistance in Multilingual Britain: A Sociolinguistic Perspective by Ben Rampton Conclusion: Education in Multilingual Settings: Stakes, Conditions and Consequences by Monica Heller and Marilyn Martin-Jones
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.012 | 0.010 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.034 | 0.002 |
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".