Guest Editorial: LA SITUATION DES FILLES DANS LE MONDE: ENJEUX HOMMES-FEMMES ET ÉDUCATION EN TANT QUE PROGRAMME D'ACTION / GLOBAL GIRLS: GENDER AND EDUCATION AS A PLATFORM FOR ACTION
Bibliographic record
Abstract
When we issued Call for Papers on theme of Global Girls we were seeking articles on a variety of concerns related to lives of girls, particularly in context of development - ranging from those which would address directly experiences and material conditions of girls' lives in relation to schooling, to those which might have something to do with unique features of researching girls' lives. Our call is not one that should be regarded as a lone voice in wilderness, for it follows closely on what might be described as a spate of publications on girlhood ranging from Sherrie Innes's volume Millennium Girls: Today's Girls Around World, to Ruth Saxton's The Girl: Constructions of Girl in Contemporary Fiction by Women, to Sharon Mazzarella and Norman Odom Pecora's Growing Up Girls: Popular culture and construction of identity. These authors weave into introductory essays of their edited books dozens of titles of books that have been published in last 10 years that take up psychological, sociological and literary approaches to study of girls' lives. They refer to extensive body of work by Carol Gilligan and her contemporaries at Harvard University, and work of Valerie Walkerdine in UK, but they also include accounts from an emerging scholarship on girls' lives within minority cultures in North America and elsewhere. While these review volumes do not focus extensively on the girl-child as she has come to be called in development literature, or include work that Nellie Stromquist and others are doing in relation to girl-child, clearly issues of social and economic development, girls' access to schooling, and so on - all central to debates within international development - are not that far away from girls' lives more globally. RESUME Lorsque nous avons lance un appel de communications sur le theme de la situation des filles dans le monde, nous sollicitions des articles sur une foule de questions liees a la condition des filles, et particulierement a leur developpement, et traitant aussi bien des experiences et de la situation materielle des filles dans le processus d'education que des particularites de la recherche portant sur la condition des filles. Nous ne sommes pas les seules a nous interesser a ces questions, car notre appel s'inscrivait dans la foulee d'une multitude de publications consacrees aux filles parmi lesquelles figurent Millennium Girls: Today's Girls Around World de Sherrie Innes, The Girl: Constructions of Girl in Contemporary Fiction by Women, de Ruth Saxton, Growing up girls: Popular culture and construction of identity de Sharon Mazzarella et Norman Odom Pecora. Ces auteurs citent, dans l'introduction des ouvrages dont elles ont assure la publication, des dizaines de titres de livres publies au cours des 10 dernieres annees et consacres aux approches psychologiques, sociologiques et litteraires de l'etude de la condition des filles. Elles font allusion a la masse de travaux de Carol Gilligan et de ses contemporains de l'Universite Harvard, ainsi qu'aux travaux que Valerie Walkerdine a menes au Royaume-Uni, mais elles tiennent egalement compte de nouvelles etudes portant sur la condition des filles dans les cultures minoritaires de l'Amerique du Nord et d'ailleurs. Bien que ces ouvrages ne portent pas principalement sur la fille («girl-child» en anglais), terme desormais utilise dans les publications consacrees au developpement, et ne tiennent pas compte des travaux que Nellie Stromquist et d'autres chercheurs lui consacrent, il est clair que les questions de developpement social et economique, de l'acces des filles a l'education et le reste - qui sont toutes au coeur du debat portant sur le developpement international - presentent des liens avec la situation generale des filles.
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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 | 0.009 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.001 | 0.004 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.001 |
| 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".