Teaching & Learning about Humanitarian Law: Perspectives from Canadian Teachers
Bibliographic record
Abstract
Respect for human dignity and appreciation for diverse understandings are two quintessential elements of peaceful practices. Education focused on respect and the consequences of war, is essential for today’s youth, given the global impact of war. International humanitarian law was established to promote respect during war, to protect civilians and those no longer fighting. Humanitarian law education can create space for critical consciousness, self-reflection, and active citizenship. This study explores Canadian teachers’ experiences teaching and learning about social justice, war, and conflict, through the educational resource, Exploring Humanitarian Law (EHL). The main findings include (1) the importance of helping students to discover meaningful, real world connections, (2) teachers’ perceptions about the relevancy of international humanitarian law education, (3) tools for engaging all students, and (4) the constraints and challenges of implementing humanitarian law curriculum. Recommendations for practice and future areas for research are suggested.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.057 | 0.016 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".