Bibliographic record
Abstract
This book is a decade in the making; it emerged out of my desire -some may argue persistence -to constantly ask all sorts of questions (There is never a dumb question!).I will never forget this: I asked so many questions as a kid, my sixth-grade teacher, Mrs. Riley, would only allow me to ask a specific number of questions per day -once I hit my threshold of three, I could no longer ask questions for that day.I share this because, despite ableist past experiences, I held onto the power to question and to speak up, and, in the case of the themes in this book, engaging in relationship building, reconciliation, and decolonization continues to shape the way that I live my life, my critical orientation, and the development of this book project.I would be remiss not to begin this book by respectfully honouring the research participants who invited me into their homes, met with me in coffee shops and bars, and trucked their way to my office at the Ontario Institute for Studies in Education (OISE) to share their stories with me -the painful and biting ones will sit with me for the rest of my life.The stories that appear within this book are only a sliver of what was shared with me.I am forever grateful for your time, energy, and commitment to social justice, antioppression, and decolonizing work.We are all lifelong learners and need one another so that we can engage in real, meaningful change that takes the roots, impacts, and effects of white settler colonialism seriously.There are many mentors, friends, and loved ones of mine to mention here -they have made incredible and life-altering impacts on me and my thinking.The first is the quick-witted, no guff, and big-hearted husband of mine, Jeremy Tremblay.Thank you for seeing the greatness in me when I was unable to and choosing to stand by me when many would not.Your critical perspective, insight, and willingness to provide me with a different yet important perspective has made me a better scholar and had made this book the best it could be.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.022 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.408 | 0.284 |
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 source (direct Gemma or distilled Codex), 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".