Bibliographic record
Abstract
In this paper I argue that consumption is a common matrix of childhood experience that children bring to curriculum, schooling and learning. Next I describe how children’s consumer culture (CCC) can be seen to share some important characteristics of complex systems. Finally, I address the question of how the emergent potential of children’s consumer culture could be utilized by educators to assist in the project of forming lifelong ethical relationships with and between peoples, places, things, and thoughts. Unprecedented changes on a global scale have revealed our traditional notions of citizenship as being deficient, partial, and incomplete. These changes prompt us, then, to examine what it might mean to be a citizen in a truly globalized and technologically connected world. Schools and curriculum have an important role to play in an unfolding political project to craft new social, natural, cultural and ethical contracts. The context through which such a project could emerge, I suggest, is from within the complex system that is children’s commercial culture. Neither school and its curriculum nor CCC and its curriculum by themselves have served as effective sites for a successful pedagogy of citizenship. However, both reveal only partial aspects of different cultures of power necessary for citizenship. Both powers exist in a schizophrenic tension. The space created between such tensions might be appropriated to foster a pedagogy for citizenship that emerges from a common curriculum of consumption. A complex systems perspective opens windows of possibilities that might offer a view of how such tensions could be harnessed for this project.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.018 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.001 | 0.003 |
| 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".