A Review of Visual and Cultural Identity Constructs of Global Youth and Young Adults: Situated, Embodied and Performed Ways of Being, Engaging, and Belonging
Bibliographic record
Abstract
The Routledge book series on Research in Cultural and Media Studies now includes the title, Visual and Cultural Identity Constructs of Global Youth and Young Adults: Situated and Performed Ways of Being, Engaging, and Belonging, 1 edited by art education scholar and professor Fiona Blaikie.This 276-page volume features thirteen chapters by a range of established and emerging researchers and scholars from across the globe, offering new ways of understanding how the shifting identities of young people are constructed through visual and cultural markers.The transdisciplinary collection is inspired in part by a symposium that Professor Blaikie organized at Brock University in February 2019, "Impression Management: Construction of Visual and Cultural Identities in North American Adolescents."The chapters represent scholars from art education, anthropology, sociology, child and youth studies, gender studies, literacy studies, and educational studies exploring questions of youth and young adults' strategies for interacting with society and finding their place within it.The contributors to this edited volume seek not only to illuminate their multi-layered understandings of research participants' identity constructs, but also to engage with critical and experimental methodological approaches. Visual and Cultural Identity Constructs of Global Youth and Young Adultsembraces a ground-breaking and participatory, less autocratic means of constructing knowledge, drawing on, among others, posthumanism, new materialism, affect, worlding, weak theory, as well as gender and queer theory.The authors avoid invoking "grand narratives" (Blaikie, 2021, p. 1) to explain the results of their inquiries.Blaikie presents fellow authors and thinkers who self-reflexively explore the in-between moments in their data gathering, those hard to categorize or capture, and maybe even undesirable, but that leave a lasting impression.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.005 | 0.007 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".