Teacher education at the crossroads of multiple modernities and internationalities (XIX-XX Centuries)
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
The chapters in this book address the circulation of knowledge and reception processes from various perspectives and many textures: how schooling organized human experience within the context of regional, national, and colonial agendas, and the response to internal and international movements claiming rights. These movements and “translations” occurred at complex international conjunctures, such as World War I and its geopolitical re-accommodation; national revolutions such as Mexico’s in 1910; the Russian Revolution; the emergence of fascism and Nazism, and of Franquism in Spain; World War II and the decolonization process; the Cold War; the long 1960s and the pursuit of rights; neo-liberalism; and the technological revolution. At the moment, we are facing an Orwellian, nihilist US project to change the architecture of the world, which as a consequence will affect education and its role in the formation of a polity. Meanwhile, contemporary paradigms situate humanity within a broader perspective in relation to our Earth and the universe, questioning anthropocentrism and generating a continuum with nature. The expansion of democratic rights and the central tenets of inclusivity and identity, which are currently being challenged in the United States, make the formulation of an ethically defensible language of education a matter of some urgency. This collection is divided into six parts that respond to the intentionality of the joint project. The contributions are aligned with an understanding of transnationalism not only as networks but also taking into account the groups and individuals connecting, the multiple readings of a synthesis of ideas, and the contextual spaces in the process of reception/translation.
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 | 0.000 | 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) | 0.002 | 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