Shifting the gaze in higher education : the importance of physical education to critical theory
Bibliographic record
Abstract
Although science/technology allow for increasing control over bodies, knowledge about what bodies are is heavily debated. Whereas social construction viewpoints have yielded discursively constructed bodies, the body, as a material phenomenon, has been an “absent presence” (Shilling) in postmodern theory. This thesis will explore embodiment in theories of critical pedagogy within higher education literature. Beginning with Giroux and McLaren, the author will employ Ellsworth and Lather as points of departure and examples of engaged, embodied critical pedagogy. Where Reagon foregrounds the importance of coalition work, Mohanty calls for seeing ourselves as activists with an ethical connection to our pedagogical practices. The author will explore his particular body as curriculum; specifically, his body as a site of teaching/learning, as a site of healing/caring and as a site of resistance. At stake is the articulation of critical pedagogy as physical education, thereby grounding the personal as centrally political in an ethical framework.
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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 | 0.023 | 0.022 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.003 |
| Science and technology studies | 0.014 | 0.141 |
| Scholarly communication | 0.020 | 0.022 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.008 | 0.012 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".