Bibliographic record
Abstract
The relationship between "adults" and those bodies yet to achieve this discursively constituted position-children, adolescents, youth-is one that overlaps with the intersections of education, sexuality studies, queer theory, and youth studies.That is, the constructions of what and who constitutes "adult" or "not-yetadult" by adults, themselves, have widespread ramifications for many of the central concerns of scholars with theoretical and methodological interests in youth, curriculum and pedagogy, gender and sexuality, sex education, and LGBTQ students and teachers.When do youth become aware of their sexuality?What is the relationship between queer and trans adults and queer and trans youth?How should sex education be taught in secondary versus primary school?Do parents have in say the determination of a sex education curriculum?Book Review: Sexuality in School STIEGLER 135 These questions about age, sex, gender, learning, teaching, and schooling represent the social, political, and educational imaginings about how bodies are constituted either as an adult or at a certain predetermined, developmental stage ahead of arriving at adulthood or, that is, before reaching the age where one is thought to become a viable, sexual-and therefore adult-subject.The stipulation of sexuality as a requirement of adulthood is key toward the consideration of pedagogical questions about the relationship between children, youth, adults, and sexuality.AsLauren Berlant (2004) explains about children and sexual images, "they must neither know nor see them, at least until they reach that ever more unlikely moment of majority when they can freely consent to reading with a kind of full competence they must first be protected from having" (p.67).This dominant expectation that sex and sexuality be disjointed from the not-yet-adult body, and the resultant normative ways of knowing about education, learning, and schooling with these bodies, is exactly the knowledge that is unsettled by Jen Gilbert's book, Sexuality in schools: The limits of education (2014).Throughout this insightful volume, Gilbert pulls from scholars in youth studies, psychoanalysis and affect studies, and queer theory to examine education's desire for secure, unshakeable knowledge alongside sexuality's always already unpredictability in ways that offer
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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 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.031 | 0.009 |
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".