From the Pond to the Jumbotron: Affordances of Hockey as a Multicultural and Social Space
Bibliographic record
Abstract
This paper examines how physical space shapes access to hockey arenas and participation in the game. Based on site observations and auto-ethnographic personal experience, this paper looks at how the concepts of ‘multicultural common space’ and ‘affordance’ can be used to better understand who participates in the sport and how space mediates participation in, and the imagination of, hockey and as an offshoot of Canadian identity. It uses the concept of ‘affordance’ to look at the opportunities people have to enter spaces and, in turn, the types of participation and interactions they have with hockey. More specifically, the paper explores if ‘hockey spaces’ are ‘multicultural spaces’ and, in turn, whether they are spaces that can foster shared identity and bonds. The paper examines ‘hockey spaces’ ranging from ‘the pond’ to the arena and all the way to the ‘jumbotron’ and discusses how specific hockey spaces shape who can participate in the game and how they can interact with others. The paper explores spaces as fields of interaction to understand the role that hockey plays in creating inclusive or prohibitive spaces for people from diverse backgrounds. Résumé: Cet article examine comment l’espace physique façonne l’accès aux arénas de hockey et la participation au match. Sur la base d’observations de sites et d’expériences personnelles auto-ethnographiques, cet article examine comment les concepts d’« espace commun multiculturel » et d’« accessibilité » peuvent être utilisés pour mieux comprendre qui participe au sport et comment l’espace intercède dans la participation et l’imagination du hockey et, en tant que ramification, l’identité canadienne. Il utilise le concept d’« accessibilité » pour évaluer les possibilités que disposent les gens pour entrer dans les espaces et, à leur tour, les types de participation et d’interactions qu’ils ont avec le hockey. Plus précisément, l’article explore si les « espaces de hockey » sont des « espaces multiculturels » et s’il s’agit d’espaces qui peuvent favoriser une identité et des accointances. L’article examine les « espaces de hockey » allant du « bassin » à l’aréna et jusqu’à « l’écran géant » et discute de la façon dont le hockey façonne spécifiquement ceux qui peuvent participer et comment ils peuvent interagir avec les autres. L’article aborde les espaces en tant que champs d’interaction pour comprendre le rôle que le hockey joue dans la création d’espaces inclusifs ou restrictifs pour les personnes de divers horizons.
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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 | 0.000 | 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 | 0.000 |
| 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".