Related but distinct: An investigative path amongst the entwined relationships of ideology, imaginary, and myth
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
Many educational studies reference ideology, imaginary, and myth constructs represented in programs of study, textbooks, and school rituals. In the fields of history, civic, and social studies education, for example, many scholars frequently employ these terms to examine mythic groundings of particular nationalisms entwined with the ways in which we perceive history and citizenship education. However, the lack of philosophical clarity about these concepts raises some crucial questions: in what ways should we distinguish these often overlapping key terms? How might they be put into relation for the purposes of researching such and engaging these terms pedagogically? To respond to these questions, I seek to outline the characteristics of and entwined relationships among ideology, subject, imaginary, and myth by engaging key influential scholarly and historical works. With the considerations of these characteristics and relationship, I attempt to add more precision to the conceptual bases crucial to elucidate unequal relations of power in curricula and schooling practices addressed across many fields constituting educational studies. In doing so, I hope that this groundwork provides curriculum scholars and teachers with meaningful ways to deliberate and employ these key concepts in the contexts of educational research and everyday schooling practices.
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 | 0.003 |
| 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