Auto/ethno/graphies as Teaching Lives: An Aesthetics of Difference
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the midst of the everyday of academia, two teaching lives collide in an office doorway, tentatively exchanging stories of students' language "art"-each sparked by the other's interest in the aesthetic of pedagogy. These intersectings of "knowing and not knowing" conspire in our lives to begin a daunting journey of evoking in teachers-to-be aesthetic possibilities in the teaching of language arts. We share the personal scriptings and scripts of our teaching lives, exposing both the vulnerabilities and the possibilities of the arts for our selves and our students in the pre-service language arts classroom. We draw from qualitative methodologies that work with biography, autobiography, and ethnography settling with "auto/ethno/graphy" to unsettle the scripts of hegemonic discourse. Clear your desk. Dip your brush...About the AuthorsCynthia M. Morawski is an associate professor of Education at the University of Ottawa, Canada. Her research interests include literacy and integrated arts, learning differences, and bibliotherapy. She is particularly interested in the intrapersonal dimensions of learning and employs multiple expressions and representations in teaching and research. Correspondence to C. Morawski, Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5. E-mail: morawski@uottawa.ca Pat Palulis is an assistant professor of Education at the University of Ottawa, Canada. Her research interests include curriculum theorizing in language, literacy, culture, and spatiality; post-structural and post-colonial discourses; intertextuality; performative auto/ethno/graphy related to teaching lives and praxis. Correspondence to P. Palulis, Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5. E-mail: ppalulis@uottawa.ca
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it