‘Effeminate arty boys and butch soccer girls’: investigating queer and trans-affirmative pedagogies under conditions of neoliberal governance
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
In this paper, we draw on conversations with two English teachers in an Australian government speciality arts focused school to investigate possibilities for envisaging trans-affirmative and queer pedagogies in the classroom. It draws from two studies that are concerned to investigate how gender and sexually diverse students are being supported in the education system. Our study employs queer and trans-informed epistemological insights into the pedagogical limits of heternormativity and cisgenderism in high schools. The data involved engaging with teachers who responded to a range of multi-literacy resources that addressed the politics of queer and trans representation, recognition and visibility in their classrooms. We tease out several themes which pertain to the institutionalisation of heteronormativity and cisgenderism, and how it is entwined with neoliberal governance in one particular case study school. Our purpose is to illustrate how this gender and sexuality politics works in tandem with a particular manifestation of neoliberal governance in the public education system, and plays into a specific policy discourse with particular consequences for schools, students and teachers in terms of impression management and its calculative and performative effects.
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 | 0.001 |
| 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 | 0.001 |
| 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