Coming In/Out Together: Queer(ing) schools through stories of difference and vulnerability
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
<p class="p1">Over the past few decades, Canada has implemented more equitable laws that delineate movement towards greater acceptance of gender and sexual minorities (e.g. Smith, 2008; Rayside, 2008). Despite these shifts, evidence suggests that public schools remain unsafe and non-affirming spaces for many people who identify as LGBTQ*. While efforts have been made to create safe(r) spaces for students who identify as LGBTQ*, primarily through anti-bullying policies, only a minority of Canadian schools have affirmatively recognized sexual and gender diversity in classroom learning. Some scholars assert that without accompanyingcurricular reform, anti-bullying work may promote a singular and dichotomized queer narrative: that to be LGBTQ* equates victimhood or resilience. This study — through a qualitative analysis of interviews with two English teachers, surveys from 30 Grade 10 students, and observations from a workshop with a Grade 10 class — explores the role of storytelling as a means for fostering queer-affirming spaces.</p>
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 | 0.001 | 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 it