Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices
Bibliographic record
Abstract
Major immigrant-receiving nations, such as Canada, Australia, and Britain as well as a range of European countries, have focused considerable public debate and government policy on considerations of what is required to promote social cohesion. Discourses on social cohesion widely acknowledge that public education systems provide critical contexts for constructing social cohesion among their diverse communities. In Canada, provincial ministries of education, local school districts, and teachers' professional regulatory agencies issue policy directives related to building social cohesion in the framework of an officially bilingual and multicultural nation. Yet there is scant research on what Canadian teacher education programmes do to prepare both pre- and in-service teachers for work in classrooms characterised by diverse languages and cultures. In this article, we report on a teacher-researcher collaboration that investigated how teachers drew on their own and their students' diverse identities as resources to create inclusive and equitable classrooms. We examine teachers' discourses about the pedagogical practices they adopted and the powerful insights they provided on building social cohesion in classrooms. Our experiences in this project resonate with findings about innovative approaches to working with pre- and in-service teachers in other national settings. Their accounts can usefully inform policymakers, social theorists, and researchers about the intersections of identity, language, and education implicated in social cohesion projects.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".