Committing to ‘Stay with the Trouble’: Theorizing Global Commitments Through Future Teachers’ Study Abroad Reflections
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
Study abroad programs can both extend and undermine social justice pedagogy. We examine this tension through an analysis of interviews with six future teachers from the United States who studied abroad in Ghana, Ireland, France, and Canada. We ask, how do future teachers understand the knowledge they develop from studying abroad? What absences, silences, and ignorances are sustained by these knowledges? A feminist theoretical framework attuned to how knowledge produces ignorances underpins our paper’s arguments that study abroad stimulated deep, yet delimited, critical insights for future teachers in this study. We examine how notions of Western superiority were at-once destabilized and upheld for students by international engagement. Our analysis leads us to theorize Global Commitments which enable teachers to “stay with the trouble” to examine positionalities and imagine new possibilities for education.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.009 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.000 | 0.002 |
| 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