Curriculum in Today's World: Configuring Knowledge, Identities, Work and Politics
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
Introduction 1. Curriculum in Today's World Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of North Carolina at Chapel Hill, US Section I: Curriculum and National/Global Identities 2. Dressing the National Imaginary Georgina Tsolidis, University of Ballarat, Australia 3. Nationalism, Anti-Americanism, Canadian Identity William F. Pinar, The University of British Columbia, Canada 4. Curriculum Polices in Brazil Elizabeth Macedo, State University of Rio de Janeiro, Brazil 5. Conceptualizing Curriculum Knowledge Berit Karseth and Kirsten Sivesind, Institute for Educational Research, University of Oslo, Norway Section II: Curriculum, the Economy and Work 6. Values Education amid Globalization and Change Jason Tan, National Institute of Education, Singapore 7. Preparing Students for the New World of Work Ann-Marie Bathmaker, University of the West of England, Bristol, UK 8. The Curriculum of Basic Education in Mainland China Miantao Sun and Jiang Yu, Shenyang Normal University, China Section III: Curriculum and Knowledge 9. Curriculum Policies for a Knowledge Society Michael Young, University of London, UK 10. Knowledge, Knowers and Knowing Ursula Hoadley, University of Cape Town, South Africa 11. Making Nothing Happen: Affective Life under Audit Peter Taubman, Brooklyn College, US Section IV: Curriculum Responses to Politics and Vulnerabilities 12. Images of the 'Other' in School Textbooks and Islamic Reading Material in Pakistan Tariq Rahman, Quaid-i-Azam University, Islamabad, Pakistan 13. In the Search of Identity: Competing Models in Russia's Civic Education Anatoli Rapoport, Purdue University, US 14. Configuration of Knowledge, Identity, and Politics through the Current History Curriculum in Israel Eyal Nevah, Tel Aviv University, Israel 15. The Challenges of Writing 'First Draft History' Jeremy Stoddard, College of William & Mary, US, Diana Hess, University of Wisconsin -- Madison, US and Catherine Mason Hammer, College of William & Mary, US Afterword 16. The World in Today's Curriculum Madeleine Grumet, University of North Carolina at Chapel Hill, US and Lyn Yates, University of Melbourne, Australia
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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 | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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