Ce que veulent les filles: Une lecture affective du recours aux méthodes d’entrevues réalisées par paire dans le cadre d’une recherche sur les jeunes filles militantes et leurs relations avec leurs mères et figures maternelles
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
This paper is a critical reflection on the fieldwork and analysis stage of my dissertation project on activist girls. My project explores how an intergenerational lens can be critically applied to the actions and motivations of activist girls and asks how contemporary girls negotiate and feel about their activism, their relationships with their mothers and communities, and their imaginings for a feminist future. Between 2021 and 2022, I conducted semi-structured in-depth interviews with ten activist girls (aged 11-20) and their mothers/mother figures in a series of one-on-one and paired interviews. In this paper, I reflect on the affective landscape that emerged when interviewing girls, not only about their mothers but also with their mothers, and what this methodology might offer to the field of girls’ studies. I engage with how daughters and mothers negotiate, express, and sometimes struggle to articulate their desires for the future and their relationship in the context of the paired interviews and how both the subject matter and method of this study posed challenges for me as a researcher.
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.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.001 | 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