<i>The School Story: Young Adult Narratives in the Age of Neoliberalism.</i> David Aitchison
Bibliographic record
Abstract
The School Story: Young Adult Narratives in the Age of Neoliberalism is a wide-ranging study on representations of school in global contemporary films, fiction, and non-fiction with the primary aim of drawing critical attention to what he claims is a 'neglected contemporary turn' in the field.Suggesting that the critical idea of the 'school story' connotes a traditional, British, and masculine version of the genre, Aitchison seeks to bring a diverse, contemporary lens to the study of the school story to analyse a wide variety of more recent texts which, he argues, provide tremendous insight into school experiences as they are shaped by the tensions, values, and politics of the current neoliberal period (4).The book's introduction clearly outlines Aitchison's aims and his theoretical groundwork, detailing how neoliberalism interacts with systems of education in the US and beyond.The rest of the book comprises five chapters, the first of which provides an extensive review of criticism of the school story genre while the remaining four focus on two primary texts each to explore various elements of educational experiences in the neoliberal age.Chapter 1, 'Critics, Canon, and the School Story Debate', situates Aitchison's work on the school story within the existing scholarship on and history of the genre.Sectioned into the most significant 'turns' or 'stages' in the criticism on school fiction, the chapter traces a chronological timeline that characterises each development in and of the field by its main values, arguments, scholars, and texts.In outlining this history of scholarship in the genre, Aitchison seeks first to highlight how both writers and critics of school stories have shaped and continue to shape dominant attitudes to education through the kinds of representations they prioritise and the values they project.He then argues that the school story is a living genre and, therefore, its diverse contemporary forms can 'offer vital insights into the critical issues of our time', much the same as the classic school stories of the past (13).
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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 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.011 | 0.012 |
| Scholarly communication | 0.009 | 0.011 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".