CHILD AND YOUTH CARE: CRITICAL PERSPECTIVES ON PEDAGOGY, PRACTICE, AND POLICY (2011)
Bibliographic record
Abstract
Child and Youth Care: Critical Perspectives on Pedagogy, Practice, and Policy is an edited collection that importantly contributes to critical, postfoundational analyses of child and youth care. Child and youth care covers a broad, multifaceted range of professional practice that is powerfully positioned to reproduce and/or challenge singular truths and social inequalities in work with young people and their families, thus pointing to the importance of critical reflection. Contributors to this collection are primarily faculty and graduate students from the Department of Child and Youth Care at the University of Victoria, Canada, who also share a wealth of practical experience in the child and youth care field. These authors draw on a range of theoretical approaches including postmodernism, poststructuralism, governmentality studies, postmarxism, queer theory, feminism, and postcolonialism. The chapters link such theory to personal teaching, research experiences, and literature review to draw attention to, and problematize, features of modernist practice in child and youth care.
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 | 0.009 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.015 | 0.029 |
| Scholarly communication | 0.017 | 0.008 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.006 | 0.009 |
| Insufficient payload (model declined to judge) | 0.005 | 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".