Traversing New Theoretical Frames for Intercultural Education: Gender, Intersectionality, Performativity
Bibliographic record
Abstract
This paper attempts to renegotiate the conceptual and political borders of intercultural education by importing ways of thinking, concepts, aporias and questions relevant to a gendered study of intercultural interactions from theoretical terrains outside the disciplinary borders and discursive limits of intercultural education. A number of theoretical developments in disciplines and area studies committed to a politics of justice beyond identity politics pose the need for rethinking the heading of intercultural education. These developments include: the prevalence of the concept and methodology of intersectionality in migration, gender and ethnicity studies; a concern across various kinds of social and political inquiry for the ‘culturalist emphasis’; poststructuralist theorizations of power, subjectivity and resistance; and, finally, the urge to re-politicize the study of intercultural interactions. The need to rethink intercultural education emerges with regards to curriculum and pedagogy, policy frames and research methodology. This paper proposes a critical appraisal of ‘the ordinary’ in intercultural interaction and the charting of new terrains for intercultural education under three headings: transferring insight from the theoretical and methodological engendering of migration studies towards the engendering of school ethnographies and framings of intercultural interactions; de-racializing and re-racializing, de-genderizing and re-genderizing the analysis of student interactions and systemic aspects of ethic/gender school marginalization; and, bringing performativity in the analysis of racialized and gendered school subjectivities, arenas and practices.
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 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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".