EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID int64 1 3.33k | Gender stringclasses 2
values | Split_Set stringclasses 2
values | transcript stringlengths 1 353 ⌀ | emotion2vec_features listlengths 1 1 |
|---|---|---|---|---|---|---|---|---|
X | 4 | 4.6 | 4.2 | 1,448 | Female | Train | a document that probably you have already been looking at in terms of anti-race- | [
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X | 4.6 | 4.8 | 4.6 | 1,448 | Female | Train | end of the school year. because we have the school year ahead and i think for a lot of us, we are at the point where we've read a lot of books this summer... | [
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X | 4.6 | 4.6 | 4.6 | 1,445 | Female | Train | georgia. and i've had the honor of working with the national writing project on a few different projects over the last 10 years. so- | [
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X | 5 | 4.4 | 5.2 | 1,446 | Female | Train | dr. [alsten 00:06:04], and i'm an assistant professor in literacy, policy analysis, and program evaluation. | [
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H | 5.2 | 5.8 | 5.2 | 1,446 | Female | Train | it's my first semester here at north carolina state university and i'm excited to do some work around literacy, and policy, and- | [
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U | 5.2 | 5.2 | 4.8 | 1,446 | Female | Train | particularly understanding some of the new pushes around common core and writing in school. | [
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N | 3.8 | 5.2 | 4.8 | 1,448 | Female | Train | three of you are members of the national writing project in spirit, so just... | [
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X | 4.2 | 5 | 4.6 | 1,448 | Female | Train | the network, supporting young people in young people's voice | [
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X | 5 | 5 | 4.8 | 1,448 | Female | Train | it's also the case you're all working together at nc state. | [
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H | 5.2 | 4.6 | 5.2 | 1,446 | Female | Train | yes we are. yeah. i've recently just joined, but have been really- | [
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U | 5.4 | 4.4 | 5.6 | 1,448 | Female | Train | that's fabulous. and now the three of you before, [chan 00:07:12], that you actually moved, were already working together on this document. | [
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H | 5.4 | 5.2 | 4.8 | 1,448 | Female | Train | syllabus, etc. there's this now great tradition of crowdsourcing materials into a google doc and using them to support- | [
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H | 4 | 3.4 | 3.8 | 1,448 | Female | Train | -teachers, so your work is right in that sweet spot of how we help each other. | [
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U | 4.6 | 4.8 | 5.2 | 1,448 | Female | Train | resources to think about anti-racist teaching and to make sense of... | [
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N | 3.2 | 3.6 | 4.2 | 1,448 | Female | Train | escalated the summer after the murder of george floyd and the black lives matter protests. so there were so many- | [
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H | 4 | 4.6 | 4.4 | 1,448 | Female | Train | -really quite wonderful materials, and resources, and readings, and webinars- | [
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A | 5.4 | 4.8 | 5.8 | 1,448 | Female | Train | -going around. but one of the things that struck me about the materials that you all put together is that you really looked at the question of what it would mean to be an anti-race- | [
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H | 5.4 | 5.4 | 5.6 | 1,448 | Female | Train | would you talk a little bit about that, about your resources focusing on english and literacy, specifically? | [
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X | 4.4 | 4.4 | 4.6 | 1,445 | Female | Train | out there. and i think, for me, i wanted to kind of make sure that there was something that was focused specifically on english teacher- | [
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U | 5.4 | 5.2 | 5.4 | 1,445 | Female | Train | a [inaudible 00:08:18] to apply more abstract concepts to some very specific content that we- | [
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S | 4.4 | 5 | 5 | 1,445 | Female | Train | -all teach. and i hope that other professionals will do similar things with different subject areas. | [
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D | 4.8 | 5 | 5 | 1,445 | Female | Train | and i know that this document has been viewed by science- | [
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X | 4.2 | 4 | 4.2 | 1,445 | Female | Train | -studies teachers, but we really wanted to focus on what our passion was,- | [
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H | 3.4 | 4.2 | 4.8 | 1,445 | Female | Train | -english eduction, and really try to narrow down on those- | [
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H | 4.6 | 4.6 | 4.4 | 1,445 | Female | Train | -resources that specifically were looking at the different elements of what we do in our classrooms, and not just focus on how do we teach- | [
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H | 3.2 | 4.2 | 4.2 | 1,445 | Female | Train | -books, but also how do we think about language as... | [
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N | 2.6 | 4.6 | 3 | 1,445 | Female | Train | resources are really looking specifically at our craft. | [
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H | 5.2 | 4.4 | 4.6 | 1,446 | Female | Train | [shandra 00:09:07], i just want to say that when michelle invited me to be a part of this project, i was excited. | [
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N | 4 | 4.8 | 4.8 | 1,446 | Female | Train | and so thinking about how the work that the three of us do in culling, and going through resources, and thinking about how to support teachers in making sense of- | [
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X | 3.8 | 3.8 | 3.6 | 1,446 | Female | Train | this was a way for us to pull those together as a launching point, and not just have them grasping for all sorts of things- | [
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S | 3.2 | 3.2 | 4.2 | 1,446 | Female | Train | -but trying to pull together in some ways, the beginning of a curriculum for them. | [
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X | 4.6 | 4 | 4.6 | 1,448 | Female | Train | in the summer that launched a kind of personal and introspective- | [
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X | 4.4 | 3.8 | 4.8 | 1,448 | Female | Train | -reflection on ourselves as people, and the way that our perceptions of students, and the world, and society have been shaped by white- | [
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X | 4.4 | 5.2 | 5 | 1,448 | Female | Train | sort of like writing the document you wanted to have ready for your own students. | [
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S | 5 | 4.4 | 4.6 | 1,448 | Female | Train | so that piece of really looking at the discipline and the practices in english language arts and the disciplines of literature, et cetera, were one thing. but the other thing- - | [
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N | 4.2 | 4.4 | 5 | 1,448 | Female | Train | that struck me is that you really arranged them in terms of a kind of action steps approach. so- - | [
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U | 3.6 | 3.6 | 3.6 | 1,448 | Female | Train | it leads people pretty much through a path. | [
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F | 4 | 4.6 | 4.8 | 1,448 | Female | Train | talk about that a little bit because that seemed also unique. | [
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H | 4.2 | 4.8 | 4.4 | 1,445 | Female | Train | feature is to give me the steps i need to take. and so i am a critical scholar. i do work- - | [
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H | 3.8 | 4.4 | 4 | 1,445 | Female | Train | and so these steps were developed as a way to kind of think from that consciousness, being aware, starting to learn about- - | [
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C | 5 | 5 | 5.2 | 1,445 | Female | Train | ourselves but others and then moving into kind of pushing back on the things that we know or think we know. and that's where that interrogation comes in. | [
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X | 3 | 4.2 | 3.6 | 1,448 | Female | Train | whatever we may have had as an understanding of our community- - | [
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S | 3 | 3.4 | 4.8 | 1,448 | Female | Train | it's probably shifted as people are going through these very trying times and they're affecting different types of families in different- - | [
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N | 2.8 | 4.2 | 3.6 | 1,448 | Female | Train | different ways. so we sort of need to relearn all that. | [
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C | 5.2 | 4.6 | 5 | 1,448 | Female | Train | so i think one of the things that i hear from folks who have started that difficult journey that we've talked about, especially to the degree- - | [
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H | 4.6 | 4 | 4.6 | 1,448 | Female | Train | blind spots and biases and understandings of experience that we're unavailable to us. so, i think everybody- | [
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S | 3.6 | 4.4 | 3.8 | 1,448 | Female | Train | interrogating all of this work will hit some things that feel hard and- | [
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X | 5 | 5 | 5.2 | 1,448 | Female | Train | then i sometimes hear from people a sense that anti-racist teaching is probably then like really a downer. | [
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X | 4.4 | 4.8 | 4.4 | 1,448 | Female | Train | and actually from what i see is that it can lead to classrooms that are in some ways more joyous. | [
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X | 3.6 | 4 | 4.2 | 1,448 | Female | Train | they are more engaging. i'm just wondering what you think about that notion of whether this hard- | [
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U | 5 | 5 | 5.6 | 1,448 | Female | Train | and i'm going back to school. i hear that from people it's just going to be so hard. | [
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X | 5.2 | 4.6 | 4.6 | 1,446 | Female | Train | this is shandra. so, i work a lot with undergraduates who are thinking about teaching- | [
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H | 4.4 | 4.6 | 4.6 | 1,446 | Female | Train | and who i'm also trying to really convince that teaching is the best thing in the world and that young people are- | [
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N | 4.8 | 4.2 | 4.6 | 1,446 | Female | Train | something that is puzzling, that stretches you, that pushes you, that extends you, that after you're done- | [
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N | 4 | 3.8 | 4.4 | 1,446 | Female | Train | challenge like when you take on a writing task and you continue at it- | [
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X | 5 | 5.6 | 4.8 | 1,446 | Female | Train | and it gets better and you find that sentence and you got the right word for it and it feels great- | [
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H | 5 | 5.2 | 4.8 | 1,446 | Female | Train | teaching is the same way. like when i watch a teacher facilitate a discussion well- | [
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X | 5.2 | 3.8 | 5 | 1,446 | Female | Train | and they grow and they notice that growth and you can help people see where they've grown and what they've learned. i think that's- | [
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