Bibliographic record
Abstract
Abstract This essay seeks to integrate themes raised by the various contributors to this section of the Handbook. The central issue concerns the role played by music education in creating, perpetuating, or intensifying privilege and oppression. Intersectional considerations are used to show how chapters fit into a larger analysis of violence by exploring specific axes of oppression—for instance, race or gender—and how they relate to a larger situation of unjust social dominance. The concept of structural violence is crucial here, as much of the damage inflicted has direct physical and psychological consequences and either undermines or outright destroys the educational environment for those harmed by it. An essential related theme is the necessity for moral and political self-criticism—reflexivity—in struggling against oppression so that music education is not condemned to perpetuation. There are extraordinary possibilities for resistance available to reflexive music educators.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.044 |
| Scholarly communication | 0.015 | 0.015 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.004 | 0.010 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".