Notice bibliographique
Résumé
Given the present pace of educational globalization, educators – especially in rural schools – will benefit from an awareness of traditional knowledge as a significant contributor to sustainability. Many countries operate through a system whereby major decision making, especially in such areas as education and health, emanate from state levels of governance; and these decisions are often uni-directional. In education this implies a ‘one size fits all’ philosophy that forces educator compliance with accountability driven pedagogy and curricula subjected to competitive standardized testing processes that are caught up in market driven values. Aims of a research pilot (Harris & Barter, 2011-2012) in one province in Canada, and through a critical pedagogy of place and participatory research, were to introduce students and community members in rural areas to issues of local relevance; to develop school curricula that call for students-as-researchers; and, as an example of local knowledge and relevance, to focus on food practices (past, present, and as future possibility). Initial findings of the pilot indicate the changing nature of rural life that includes a move from remoteness to semi-isolation brought about with the building of roads and effective ferry connections, transient populations seeking seasonal employment, and a growing awareness of people’s need to revive past practices of food production. We found as well, examples of extraordinary innovation in food cultivation and food harvesting that drew on local and traditional knowledge. Finally, we experienced success in incorporating traditional knowledge into existing curriculum. This we did by varying ways of knowing and experiencing through the arts. For us as researchers, two important concepts permeated this research, critical pedagogy of place and traditional knowledge. In this paper, situated in a framework of cultural and social resistance to economic globalization, I describe initial efforts of the pilot project in expanding the discourse of rural studies, exploring traditional and local rural knowledge, and increasing rural agency. While providing a brief overview of the project, its specific purpose is to highlight the relevance of traditional knowledge as a significant contributor to sustainable global growth. I think of the potential that such knowledge, which often originates from rural environments, has to represent an alternative to consumer dependence.
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 | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 ».