Towards Designing an Intercultural Curriculum: A Case Study from the Atlantic Coast of Nicaragua
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
One of the challenges still to be met in the 21st century is that of genuinely embracing diversity. How can education help to overcome the barriers that continue to exist between people on the basis of language, culture and gender? This case study takes the Atlantic Coast of Nicaragua as an example of a multilingual/multiethnic region and examines how the community university URACCAN is contributing to the development of interculturality. It describes participatory research that was carried out with university staff and students with the intention of defining an intercultural curriculum and appropriate strategies for delivering such. One model used as a basis for discussions was the Model for Community Understanding from the Wales Curriculum Council, which emphasises the belonging of the individual to different communities or cultures at the same time. Factors supporting the development of an intercultural curriculum include the university’s close involvement with the ethnic communities it serves. However, ethno-linguistic power relations within the region and the country as a whole, still militate against egalitarianism within the university. The research highlights the importance of participatory pedagogy as the basis for promoting interculturality and achieving lasting social transformation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it