Bibliographic record
Abstract
Abstract This chapter employs Alison Kafer’s framing of disability futurities to consider how the field of music education could radically recalibrate its orientation toward disabled people. The discussion begins by examining some of the key concepts and ideas forwarded by the first wave of feminist researchers in disability studies before extending and expanding to more recent and ranging writings related to feminist disability theory to demonstrate how the idea of lived experience-as-epistemology has evolved up until the present time. Central to the chapter are the perspectives of four disabled women musicians on their experiences with music education. Musicians Gaelynn Lea, Lachi, Molly Joyce, and Sonia Allori were invited to discuss their learning backgrounds, music careers, instruments, identities, and lived experiences as disabled persons, as well as offer suggestions for music educators. Built upon their collective knowledge and wisdom, the chapter concludes by pointing out a trio of transformative practices that music educators can engage in: disability pride, access and care intimacy, and pliable pedagogy.
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 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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.007 | 0.021 |
| Scholarly communication | 0.008 | 0.011 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.012 | 0.002 |
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".