Childhood, Interrupted - Stories of Survival from Canada's Childcare System
Bibliographic record
Abstract
This show stands as proof of practice for community-based live journalism that decenters power through storytelling. My research and practice philosophy focus on questions of building trust with community through my live journalism studio, stitched! How can we build a new (to journalism) language and approach to reporting and build more authentic relationships that lead to more connected journalism? Childhood, Interrupted is a product of a classroom collaboration, in which students apply a trauma-informed, solidarity journalism approach (Georgeson, Xiiem, Smith, Verma) to reporting out the story (April 2024). Some students and alumni continued that engagement for a later show (July 2024). A community gatherer, also a journalist, brings the storylisteners into the story, driven by a question: What are the experiences of children in Canada’s child welfare system, and what can we do to change it? Overall, my pedagogical approach is informed by centring community and care. In it, students become “active agents” (Freire) in the classroom, and a culture of hope is instilled where self-led knowledge becomes power (Freire, hooks). Ultimately, the goal is to create a sense of hope. To do so, we apply a decolonial framework in adapting live journalism, which is rooted in the study of storywork research methodologies (Archibald/Xiiem, Kovach, Smith), and apply these to a community-based storytelling space. Through it, we hope to build a parallel practice of ethics and care for journalists. In Childhood, Interrupted, for instance, we investigate the system by centring the lived expertise of those who have been harmed by it. In so doing, we also raise calls to action, rooted in journalistic research, to give our storylisteners a direction for their actions once they have heard these stories. Ultimately, we participate in and build community-based collaborative journalism centred on a philosophy of hope and a recognition of power.
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 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.051 | 0.017 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.004 | 0.008 |
| Research integrity | 0.004 | 0.010 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
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".