Bibliographic record
Abstract
TESOL and the Cult of Speed in the Age of Neoliberal Mobility argues that because the nexus between TESOL and the cult of speed in an age of increased neoliberal mobility has not yet been explicitly unpacked, discussed, identified and theorized, the implications of this socio-economic phenomenon for TESOL policies, curricula, pedagogies and practices have been overlooked. Through the presentation of several qualitative case studies, the book illustrates the social dynamics of speed and its key aspects (i.e., the materiality and the politics of time) in different TESOL contexts, including Saudi Arabia, the USA and Canada. The aim in presenting these diverse case studies was to craft a collection of responses, which, when put together, could offer new insights into the TESOL academic community. The book examines the ways in which the cult of speed has been envisioned, celebrated, negotiated with, enacted and justified by the various actors within the contemporary field of TESOL. It also investigates the new language teaching practices and forms the cult of speed in TESOL has generated and is generating. TESOL and the Cult of Speed in the Age of Neoliberal Mobility will be of interest to TESOL/applied linguistics educators, students, policy makers, administrators, employers and the wider community, and it is hoped will give them ideas about how to deal with today’s culture of fast movement in the globalized higher education landscape.
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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 | 0.001 | 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 | 0.001 |
| 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 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".