What is it like to be a child? Childhood subjectivity and teacher memories as heterotopia
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
Foucault's notion of heterotopia offers a novel way to understand teachers’ conceptualizations of childhood, in juxtaposing adult memories of childhood with their present context of teaching children. Memory writing prompts were given to 41 early childhood teachers, and the resulting written narratives were analyzed as heterotopic spaces. The study follows two trajectories. First, in terms of teacher development, we examine how the construct of heterotopia can help teachers and teacher educators understand the impact of memories on their current assumptions about childhood. Second, we argue that examining the teacher's internal experiences through heterotopia can contribute to theoretical thinking about childhood. The study's findings suggest that it is a considerable but meaningful challenge to examine our subjective experience of childhood in relation to our understanding of children today. This process may be useful in assisting the teacher to disentangle the imagined, remembered, conceptualized and actual child, and to interrupt our tendencies to project our own experiences onto others. Perhaps, there is a childhood that exists in heterotopic spaces, not quite the subjective or psychical child, but not quite the external child either. This may be the liminal childhood that the early childhood teacher, preoccupied as (s)he is with childhood, experiences. Theorizing teachers’ subjectivities as they are linked to their memories of childhood is a complex endeavour, and Foucault's heterotopia provides rich images of strange juxtaposition that may be useful in thinking about childhood and teaching.
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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it