Gay and bisexual male youth as educator activists and cultural workers: the queer critical praxis of three Canadian high‐school students
Bibliographic record
Abstract
Abstract This paper considers how three Canadian high‐school students—Ryan, Jeremy, and Bruce—engaged in queer critical praxis intended to free lesbian, gay, bisexual, trans‐identified, and queer (LGBTQ) students from the silence, exclusion, and symbolic and physical violence that heterosexism and homophobia provoke in schools. We, the authors, construct the students' biographical ethnographies to help us explore their lived and learned experiences in relation to the cultures of the schools and communities that contextualize these experiences. In this exploration, we describe their educational activism and cultural work through which they problematize queer‐exclusive educational policies and practices, enhance communication and strategic action in the intersection of the moral and the political, and monitor the state of the struggle, the extent of transformation, and the need for further social and cultural action in schools. We position this work as queer critical praxis to advance LGBTQ inclusion. In delving into this praxis, we examine the contextual, relational, and dispositional complexities of three facets of Ryan, Jeremy, and Bruce's work for cultural change and social transformation: the impetus that drove their praxis, the supports that enabled them to keep going, and their ensuing educational activism and cultural work. Acknowledgements This research was supported by a SSHRC (Social Sciences and Humanities Research Council of Canada) standard research grant awarded to André P. Grace.
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How this classification was reachedexpand
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 | 0.000 | 0.001 |
| 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) | 0.001 | 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 teacher head, 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".