Notice bibliographique
Résumé
Dear Readers, process of identity formation is lifelong, ongoing, creative, and innovative. Educators require a pedagogy that can assist in facilitating this process. The above quote from George Drazenovich's (Lakehead University) article Queer Pedagogy in Sex Education speaks to a central challenge that many of the articles in this issue address in the context of different populations and multiple curricular foci, and through diverse types of inquiry. Drazenovich's research is concerned with unmasking and undermining disguised and evident forms of domination that are embedded in scientific knowledge and the media landscape by advocating for a spiritual pedagogy that assists students in rethinking questions of sexuality and creating new possibilities for identities and creative self-expression. Similarly, other researchers in this issue argue for new and expanded modes of understanding the ways in which learners have access to educational opportunities and how these opportunities are influenced by the relationships between the various participants--adults and children alike--and the roles they play based on their identities as teachers, students, parents, and community members in different educational environments. For example, Jennine Rawana (York University), Daniella Sieukaran (Simon Fraser University), Hien Nguyen (York University), and Randy Pitawanakwat (York University), in their article entitled Development and Evaluation of a Peer Mentorship Program for Aboriginal University Students, explore the educational challenges of post-secondary Aboriginal students through the development of a mentorship program aimed at fostering school engagement, resilience, and well-being in connection with ethnic identity. In yet another crucial context of identity formation related to educational opportunities, that of parent-child relationships, Lesley Andres (University of British Columbia) and Dianne Ashbourne (Capilano University), examine the ways Canadian parents choose educational programs and activities for their children based on their own values and experiences, as well as their education levels. Their article Athletics, Music, Languages and Leadership: How Parents Influence the Extracurricular Activities of Their raises important equity questions with respect to access to extracurricular activities for Canadian children. The authors argue that inequality is a result of the complex, dialectical interactions between personal history, family history, present situation, institutions, and society and point to the importance of thinking about the impact of program and policy equity issues in and outside of schools for both present-day children and parents and in an intergenerational context. Within another vital educational environment, Darren Lund (University of Calgary) and Lianne Lee (University of Calgary), in their article Fostering Cultural Humility Among Pre-Service Teachers: Connecting with Children and Youth of Immigrant Families Through Service-Learning, document a community-initiated service-learning project within a teacher education program from a social-justice model, as an initiative to raise critical awareness on power and privilege while countering deficit-model thinking. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».