Bibliographic record
Abstract
Abstract Critical pedagogy has its origins in the work of Brazilian educator Paulo Freire, with an underpinning imperative that classroom work will interrogate societal structures, attitudes, and tropes that oppress and silence. In this chapter we present meanings of the term queer, and consider the process of queering in relation to music therapy education. The need for the term queer, and our intentional use of it, reflects the view that heteronormativity is entrenched in every aspect of culture including all education which in turn includes health practitioner education in colleges and universities. By using the term queer, and its verb queering, we indicate the need to embrace a wider range of experiences and identities than those that are often hidden within the normative realm. By using the term queer alongside anti-oppressive practice, we acknowledge the shifts and developments in queer studies, and appreciate that queer’s vague positioning and resistance to precise definition is part of its attraction as a means to interrogate contemporary music therapy training. We offer suggestions for queering music therapy class interactions, by challenging the inherent heteronormativity in curriculum for health and social care workers.
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.007 | 0.035 |
| Scholarly communication | 0.007 | 0.008 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.011 | 0.002 |
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".