Youth citizenship and the politics of belonging: introducing contexts, voices, imaginaries
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
Click to increase image sizeClick to decrease image size Acknowledgements The papers in this Special Issue, along with many others, were presented at a series of themed symposia organised by the guest editors at the biennial UKFIET conference held at the University of Oxford in September 2009. We are grateful to each contributor, from 11 different countries, for stimulating our thinking and provoking discussion that has ultimately led to this Special Issue. Our referees were drawn from nine countries. We are grateful to all of the following for their constructive criticism and recommendations: Muna Amr, University of Jordan, Jordan; Rachel Bray, Research Consultant, South Africa; Dympna Devine, University College Dublin, Ireland; Lynn Davies, University of Birmingham, UK; Wim Hoppers, Association for the Development of Education in Africa, The Netherlands; Dina Kiwan, University of London, UK; Jacqueline Kennelly, Carlton University, Canada; Patricia Kubow, Bowling Green State University, USA; Peter Kallaway, University of Cape Town, South Africa; Fiona Leach, University of Sussex, UK; Relebohile Moletsane, University of KwaZulu-Natal, South Africa; Robert Macdonald, Teesside University, UK; Halleli Pinson, Ben-Gurion University of the Negev, Israel; Jenny Parkes, University of London, UK; Hugh Starkey, University of London, UK; Lonnie Sherrod, Fordham University, USA; and Lester Taylor, Educational Consultant, New Zealand. We would also like to acknowledge research assistance from Duncan Scott at the Human Sciences Research Council and Andrew Webb at the University of Cambridge. Notes See the website, available at: http://www.teachingcitizenship.org.uk/dnloads/youth_commisoners_final_report_dated_09.pdf.
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 | 0.001 | 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 | 0.001 | 0.001 |
| 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