Gary McCulloch, Antonio F. Canales, and Hsiao-Yuh Ku, Brian Simon and the Struggle for Education
Bibliographic record
Abstract
and asexual youth (and of course the young people who occupy multiple identities), and the sex education that they themselves might particularly desire -can those desires be met in sanitised, heteronormative, ableist public school spaces?Ultimately, Bialystok argues, "the kind of sex education that young people need, and that schools can provide, is comprehensive without trying to be exhaustive, factual without being heartless…rather than try to teach young people everything there is to know about sex and sexuality as though in preparation for some cosmic multiple-choice test, schools should focus on equipping young people to be literate members of the sexual world and ethical participants in all their relationships" (160-161).The authors close the book by arguing, "everyone needs and deserves good sex education, but good sex education is also an equity issue of paramount importance" (167).Throughout the book, I found myself underlining and annotating moments that reminded me of the current state of sexuality education in New Brunswick, where I have found myself teaching comprehensive sex education methods to preservice teachers, as well as researching the supports and barriers to sexuality education with teachers in the system over the past few years.One such moment is reflected in rhetoric about parents.Andersen suggests that mid-century American "school administrators, in turn, tended to assume that an angry phone call was the harbinger for an angry mob, whether the initial phone call came from a district parent or someone in a whole other state" (57).Last spring in New Brunswick, the education minister and premier publicly proclaimed that they received "hundreds of emails" complaining about gender and sexual diversity and inclusivity in schools, which later turned out to be, in fact, three emails.11 Le plus ça change.Given the current climate, increasing parents' rights discourses, and moral panicking from Canada, the US, and elsewhere, Touchy Subject is required reading.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.013 | 0.011 |
| Scholarly communication | 0.006 | 0.007 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.005 | 0.008 |
| Insufficient payload (model declined to judge) | 0.016 | 0.003 |
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".