Exploring International College Students’ Affective Experiences in a Biotechnology Pedagogical Context
Bibliographic record
Abstract
The purpose of this paper is to explore affective experiences of international college students and their instructor in a biotechnology technician program, particularly attending to notions of ‘‘teaching desire” (McWilliams, 1997). “Teaching desire” carries with it a double articulation: a desire to teach and teaching as “seducing students’ desires” (Zembylas, 2007). Desires clearly motivate pedagogical practices and are central to promises of education in enacting and (ultimately disprivileging) certain ways of being, thinking, and valuing. Focusing on international Indian college students and their instructor’s practices and discourses inside a microbiology lab, I examine how “teaching desire” works to produce particular subjectivities with science and technology (education). ‘Teaching desire’ is further complicated by international students’ desires to live permanently in Canada pre-conditioned by their ability to secure a Canadian degree, work permit, and a job. I discuss underlying assumptions governing how international students can come to be-long to Canada through their program. Finally, I shed light on transformative potential of a “pedagogy of desire” (Zembylas, 2007) in seducing students to enter in (new) relationships with science and technology.
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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 | 0.002 | 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 | 0.001 | 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 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".