Gender and Education in Central Asia
Bibliographic record
Abstract
This series provides a comprehensive space for an increasingly diverse, complex and changing area of interdisciplinary social science research: gender and education.Gender studies continues to respond to controversies, backlashes, shutdowns, as well as to new openings, imaginations and reconfigurations, including to traditional disciplines, and what counts as knowledge, experience and voice.Series authors differently plot emerging and enduring definitions and debates, monitoring and intervening in critical complexities of gender and education across global contexts.This series adopts feminist approaches and orientations and attends to key theoretical and methodological debates, ensuring a continued conversation and relevance within the well-established, interdisciplinary field of gender and education.It combines renewed and revitalised feminist research methods and concepts with emergent and salient public policy issues, asking what futures feminists, and future feminisms, can be brought into being through education.These issues include education across the lifecourse, from early years, through (post)compulsory education, to lifelong learning.Authors have focused on intersectional inequalities including race, class, sexuality, age and disability; policy and practice across educational landscapes; global activism and the 'public university'; belonging in higher education; outdoor learning and community education; initial teacher education; queer pupils, students and teachers; femininity, masculinity and gender stereotypes-and much more.The series recognises the necessity of probing beyond the boundaries of specific territorial-legislative domains to develop a more international, intersectional focus.In doing so, it hopes to provide insightful reflection on continued critical challenges to and through feminism within (and beyond) the academy.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.000 | 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 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".