Researching a Social Justice Course in a Charter School: A Duoethnographic Conversation
Bibliographic record
Abstract
This paper uses a dialogic approach following duoethnography to report on a research study conducted in a charter school offering a locally designed social justice course. This narrative approach involves a critical dialogue between two people, each of whom pushes the other to further insights and understandings. The urban prairie school under study focused on gifted learners and was funded as a public school. Multiple methods of data collection included document and policy analysis, field observations, and open-ended interviews with administrators, teachers and students who were directly involved with the social justice program. The results and discussion focus on student engagement in schools on issues of human rights and social justice, inquiry-based approaches to the curriculum, and include implications for educational policy and practice.Keywords: alternative school programs; social justice; duoethnography; inquiry learning
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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 | 0.010 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.028 | 0.028 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.005 | 0.010 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".