I’ve Got You Covered: Adventures in Social Justice-Informed Co-Teaching
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
What is social justice-informed co-teaching? Why is it important? How can it enrich social justice pedagogy? While the answers to these questions may vary depending on context and perspective, they are nevertheless useful to address. Each of these questions will be discussed in this research paper. This auto-ethnographic narrative inquiry adds to the literature on social justice-informed co-teaching in an innovative way. It critically examines the purposeful endeavor of two professors who used social justice thinking to guide their co-teaching practice, and simultaneously used co-teaching to enrich their social justice pedagogy. At once, this paper is a lived experience, a story, and a research study. In deconstructing two narratives, the authors articulate specific ways in which co-teaching, as a practice, presents unique opportunities for social justice learning. Implications for research and practice in teacher education programs, teaching practices and field- experiences, and co-teachers themselves are shared in the closing segment of the paper.
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.
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 | 0.022 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| 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