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
SUMMARY Anti-homophobia education is rarely included in the anti-bias curriculum of Education faculties, a grave omission since education graduates will teach in a homophobic school system that oppresses gay and lesbian students. This article draws on my experience in using a range of anti-homophobia strategies to confront homophobia among religious students in critical education courses where the principle of respecting each and every child is foundational. I argue that strategies designed to produce empathy sometimes fail because of the extreme importance attached to homophobia in the religious discourses that structure the identities of these students. At such times we should shift our pedagogical efforts to confront the ethical conflicts between homophobia and the principle of respect. I describe how I focus on the discursive production of both the forms and limits of personal identity, feelings, and beliefs to handle the confrontation productively. Although confronting homophobia sometimes involves hearing hurtful speech, it usefully problematizes the ethical status of homophobic students who are otherwise committed to classroom democracy, often provoking them to adopt less oppressive behaviors. It also usefully exposes the existence of homophobia for other students who might have underestimated it. Both groups end up better prepared to fight homophobia in their work as teachers.
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 | 0.000 | 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 | 0.000 | 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 | 0.001 |
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