The Everyday Classroom As Problematic: A Feminist Pedagogy
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
The title of this article is borrowed and adapted from Dorothy Smith’s authoritative text, “The Everyday World as Problematic: A Feminist Sociology.” The basic premise of Smith’s work is that sociology, as a discipline, has operated largely outside women’s experiences and has, despite this, been used as a means of measuring, understanding, and articulating the experiences of women. Likewise, the “everyday classroom” has traditionally operated within patriarchal structures and used practices which have not taken up girls’ experiences as distinct and unique. Therefore, problematizing the pedagogical lens, as Smith has problematized the social sciences we have used to study human relations, leads to, in Smith’s case, new feminist research strategies in the field, and in the case of pedagogy, new classroom practices and a view of curriculum which addresses girls’ experiences in necessary ways. Conventions and strategies used in a single-sex, Grade 10 drama classroom are described in order that the propositions concerning inclusive, feminist pedagogy are grounded in classroom practice.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.008 | 0.004 |
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