Bibliographic record
Abstract
Taught Bodies proves a quick and tantalizing read about the discursive and material body in a variety pedagogical contexts. Consisting of a collection of papers delivered at a 1997 Australian conference, “Pedagogy and the Body, ” Taught Bodies offers an interdisciplinary romp through the school and university classroom, the art gallery, the theatre, popular crime fiction, the cinema, and of course, the boudoir, exposing and exploring the body present and produced in these contexts. With fourteen chapters and an introduction all in slightly over 200 pages, it is a quick and breezy text intended to arouse our interest—draw our gaze—to the often overlooked and taken-for-granted Journal of the Canadian Association for Curriculum Studies 262 fact that the body and pedagogy, “are inextricably entwined, ” as stated in the introduction. On this level it works. After experiencing this text, readers may indeed begin to see bodies in pedagogy everywhere. In my own case, after reading the text I was reminded about the body in teacher education: a space oddly enough not addressed in Taught Bodies but important nonetheless, wherein youthful, more often white and female student bodies train to be teacher bodies, and where, over greater time, graduate students bodies are turned in professorial bodies. Also I was suddenly made more aware of the statue of a male and female adult, naked but with fig leafs prominent, holding books aloft, that stands in the courtyard at the faculty of education where I teach. Among a host of other questions, the statues capture for me now the question of why and when teaching and taught bodies are rendered simultaneously visible and invisible; necessarily seen and not seen in relation to pedagogy, to literacy and to exalted texts, held, in this instance, away from and above the body.
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 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.338 | 0.186 |
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".