Doing Research ‘With’: Reading and writing our difference
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
As two women engaged in different research domains within the broader milieu of adult education, we perform critical action research on our own research practices of reading and writing research. This article is our dialogical narrative of reading and responding to each other's research and co-writing this process with a view to improving our practice of understanding the other and augmenting the attendant theory. It is our position that dialogical inquiry constitutes reflective practice and offers us multiple speaking positions to enact moral agency and social change through the narrative mode. We present a dialogical mode of engagement for action research that is based on an ethical mutual relationship. We speak in dual voices to embody our particular practices of critically reading each other's research. We make explicit this morally and epistemically valuable process of 'reading each other', surfacing tacit assumptions, personal preferences and orientations, similarities and differences. We generate a methodological and epistemological approach to improving the practices of reading and responding in writing to the other's research and in co-writing research. It is our position that this approach of relational knowing contextualizes transformative action research and authorship at the intersection of 'I' and 'you', self and other, theory and practice, public and private, reader and writer and text.
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 | 0.008 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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