Women Educators and Activists: Creating Structural Spaces for Social Transformation
Notice bibliographique
Résumé
Three exceptional female educators have shared stories of their educational careers to provide insight into how women create peacebuilding systems in their communities through educational leadership. This study explores the concept of broad social change through transforming structures that inflict structural violence and breaking down barriers that exclude marginalized communities. An analysis of three women that are educators and activists found that extensive networks, based on an ethics of care and the creation of liminal spaces, supported structural transformations that help students from marginalized communities receive meaningful access to education. Rooted in literature concerning women in social theory and education, social network theory, conflict transformation and multi-track diplomacy, this study uses constructivist grounded theory to analyse data. Three primary participants were interviewed and observed. Interviews were also conducted with other individuals within their networks. The three peacebuilding systems, two in Canada and one in India, were created through the leadership of three women who strived throughout their entire careers to create spaces of dignity and equity for their students. These women worked at multiple levels, ranging from their individual classrooms to engaging in international dialogue. A wide variety of values and principles formed the foundation of their work including an open-door policy, equity, creative thinking, hard work, compulsory compassion, and transforming social spaces. They addressed structural barriers through employing social experimentation, respect, cooperation, leveraging social capital, and constructing extensive networks. The goal of peacebuilding is to create active communities that work together and where all members can participate equally and prosper, especially the most vulnerable. This study focused on multiple structural barriers faced by individuals and groups when attempting to fully participate in society. The peacebuilding systems the primary participants created are rooted in the concept of natality, networks of care, and compassionate action. Social agency is nurtured through the process of identifying social needs, creating nurturing networks, and circles of care. Structural transformation was fostered through creating pathways to agency, structures supporting liminal spaces, and processes for structural transformation. These examples provide multiple lessons for educators, school administrators, policymakers, social justice advocates and researchers.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,019 | 0,020 |
| Communication savante | 0,010 | 0,005 |
| Science ouverte | 0,001 | 0,014 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 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 source (Gemma direct ou Codex distillé), 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 ».