<i>Coraline</i> 's split mothers: the maternal abject and the childcare educator
Bibliographic record
Abstract
Early childhood education and care is, again, a focus of debate in Quebec, Canada. Government-subsidized childcare programs are being cut and the province's plan to open prekindergartens for children in impoverished areas is being met with contention. Invariably, the focus of the debate is on the children's needs, the parents’ needs and society's needs. The educator is rarely mentioned. In this paper, I focus on the early childhood educator's subjective experiences (Chang-Kredl 2013) in a social system that undervalues their work as maternal, endorsing Grumet's (1988) close attention to women's internal experiences as a means of generating social change in education. I compare the social positioning of early childhood educators, in a Canadian context, with the representation of abjected maternal figures in a children's film, namely the split mothers in Coraline (2009). The argument for such a comparison is made through theories of maternal thinking (Ruddick 1995; Mullin 2009) and feminist readings of psychoanalytic theories related to the abject and the monstrous-feminine (Kristeva 1982; Creed 1993).
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 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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.014 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| 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".