Bibliographic record
Abstract
This study examines everyday practices (talk, play, curriculum) in Kindergarten that works with and against hetero/gender normativity. To conduct this research, I spent three months in a Kindergarten classroom in a Vancouver public school. In addition to conducting everyday observations, I facilitated focus groups with students and interviews with educators based on their experiences planning and taking part in curriculum for Valentine’s Day, Anti-Bullying/Pink Shirt Day, and Mother’s Day. This combination of data illustrated ways hetero/gender norms become institutionally routinized in Kindergarten regardless of progressive district school policies and the occasional special events that discourage homophobic bullying. Of critical importance to my analysis are discrepancies between discourse about what children are (e.g., innocent, masculine, feminine) and what children do within their play and social interactions. Such discourses neutralize heterosexuality and gender conformity as asexual, and hyper-sexualize queer and transgender subjectivities, rendering them “inappropriate” in Kindergarten. My research suggests that this normalizes the gender and sexual status quo while othering children who may not fit within these limited parameters. This dissertation contributes to educational and critical childhood studies that seek to understand the routes by which queer and transgender students are isolated and ostracized within public school social life.
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 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 | 0.000 | 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) | 0.000 | 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 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".