‘They broke it again’: examining violence against girls in kindergarten
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Violence against girls in schools is an ongoing problem, even in early childhood education settings like kindergarten. Dominant views of children and play as neutral and innocent have operated to silence the early normalization of violence against girls. In this paper, I examine some of the ways that violence against girls occurs in kindergarten play spaces. I draw on feminist standpoint as a theoretical framework to interrogate play-based learning from the vantage point of girls and illuminate its hidden gendered effects. Analysis of ethnographic data collected in two Canadian kindergarten classrooms revealed that a common form of violence boys enacted against girls involved the destruction of girls’ building work in play. While girls resisted boys’ domination, the daily destruction of their work in play limited girls’ abilities to equally access kindergarten education. The findings presented in this paper call for a re-thinking of play-based learning in kindergarten and specifically for a theoretical shift in early education curricula, policies, and teacher education and development programmes.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 it