Building Place: Students' Negotiation of Spaces and Citizenship in Schools
Bibliographic record
Abstract
This study explored how high school students’ negotiate school spaces beyond the classroom within a broader context of citizenship education and identity construction. Using visual hermeneutics, researchers worked over three years with students and staff in a large, diverse, urban, public high school. Through student-produced photo- graphs of school space, questionnaires, interviews with staff and students, and obser- vations of students’ use of space, researchers found that physical and social construc- tion of space, students’ occupation and congregatation in spaces, the visual landscape of a school, and practices of school surveillance all influence the negotiation of identi- ties and citizenship among students. Key words: identity, physical enrvironment, social environment, visual hermeneutics, school landscape Cet article relate comment des élèves du secondaire négocient des espaces scolaires en dehors de la classe dans un contexte d’éducation à la citoyenneté et de construction d’identité. À l’aide d’une herméneutique visuelle, les chercheurs ont travaillé sur trois ans avec des élèves et des membres du personnel dans une école secondaire urbaine de grande taille accueillant une clientèle diversifiée. À travers des photos d’espaces scolaires prises par les élèves, des questionnaires, des entrevues avec des membres du personnel et des élèves et l’observation de l’utilisation de l’espace par les élèves, les auteurs ont trouvé que les constructions physiques et sociales des espaces, leur occupation par les élèves et leurs habitudes de rassemblement dans ces espaces, le paysage visuel de l’école et les pratiques de l’école en matière de surveillance exer- cent tous une influence sur la négociation des identités et de la citoyenneté chez les élèves. Mots clés: identité, environnement physique et social, herméneutique visuelle, pay- sage de l’école
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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 | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.014 |
| Scholarly communication | 0.011 | 0.005 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| 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".