Les enfants comme collaborateurs. Comprendre les mondes musicaux des enfants en reconsidérant les constructions de l’enfance
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
La construction de l’enfance, en tant qu’espace liminal situe quelque part entre le bas âge (la petite enfance) et l’âge adulte, comporte des implications locales et globales determinantes pour la maniere dont les ethnomusicologues approchent l’etude des cultures musicales enfantines. Dans les champs de l’ethnomusicologie et de l’education musicale notamment, les enfants ont souvent ete consideres comme de simples receptacles de l’enseignement musical, qui construisent leurs competences musicales a travers une transmission des connaissances « de haut en bas », effectuee des adultes aux enfants. C’est ainsi que le discours positiviste conceptualise souvent les enfants comme des adultes en devenir plutot que comme des personnes a part entiere. Base sur ma propre recherche collaborative menee avec des enfants et des adolescents des communautes Vhavenda d’Afrique du Sud, cet article examine comment des methodologies de recherche visant a privilegier le point de vue des enfants permettent une meilleure comprehension des cultures musicales enfantines.
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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.007 |
| Scholarly communication | 0.002 | 0.010 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.103 | 0.003 |
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