Introducing a Critical Analysis of the Figured World of Occupation
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
AbstractThis critical analysis of occupational science examines the figured world of occupation. Figured worlds are 'typical' representations of a particular construct based on taken-for-granted theories and stories developed through experience and "guided, shaped, and normed" though social interactions (Gee, 2011, p. 76). Drawing on theoretical articles published primarily in the Journal of Occupational Science, a discussion regarding the values and assumptions underlying occupational science is presented. It is proposed that there are tendencies to identify occupations as "positive" and to focus on the relationship of occupational engagement to enhanced health and well-being. At the same time, there may be an implicit exclusion of activities that are considered 'negative,' 'unhealthy' or 'deviant' from the figured world of occupation, which has the potential to stigmatise and marginalise individuals or collectives. It is suggested that occupational science may have a significant role to play in developing critical understandings of the social construction of occupations as moral or immoral, deviant or normal, and healthy or unhealthy. The role of occupational science in (re-)presenting occupations is framed as a social justice issue that contributes to the social construction of ways of acting and ways of being.Keywords: Occupational scienceSocial constructionFigured worldsHealthSocial justice
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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 | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 it