Bibliographic record
Abstract
In our media-saturated society, integrating critical pedagogy in the curriculum at all levels has sparked the interest of researchers, scholars, and educators. They have focused their effort on redefining literacy, analyzing the profound influence of the media on the social, economic, and political issues, and promoting critical pedagogy to engage students to challenge the ideological and hegemonic representations, the structures of oppression, gender, class, power, and race. This study attempts to highlight that, in addition to these goals, critical pedagogy of popular culture in the curriculum holds other tremendous benefits to students such as expanding thinking about others, finding alternative narratives in students’ own lives, enhancing cultural synchronization, building culturally responsive awareness, building consumer awareness, and scaffolding social intelligence. This study also discusses the essential aspects of a successful implementation of critical pedagogy of popular culture in terms of content, teacher’s role and education. Keywords: critical pedagogy, popular culture, culturally responsive pedagogy
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.
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 | 0.008 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.005 | 0.025 |
| Scholarly communication | 0.009 | 0.009 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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".