Unravelling the silence around gender and sexuality in a second language curriculum
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
This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research employs a critical discourse analysis to investigate how the FSL Grades 9–12 curriculum either reinforces or disrupts cisheteropatriarchal practices. Despite the curriculum's seemingly inclusive language, the findings reveal a reinforcement of binary gender constructs, limiting discussions on marginalised genders and sexualities to superficial inclusionary statements. The rigid scope of gender, coupled with the absence of marginalised sexualities, contradicts the antidiscriminatory goals of the FSL curriculum, which alienates queer, trans and non-binary people. To address this, our research suggests integration of gender-diverse and queer identities into the curriculum to foster more inclusive FSL programming through specific curriculum expectations and instructional tips.
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.
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