Securing the Place of Educating for Sustainable Development within Existing Curriculum Frameworks: A Reflective Analysis
Bibliographic record
Abstract
Educating for sustainable development (ESD) generally happens within existing disciplinary frameworks. In this paper, our intent is to compare the views and practices of environmental educators who pursue ESD from a perspective differ-ent from what is occurring in our own constituency of Manitobans. We collected data on curriculum, teaching perspectives, and practices to compare an alterna-tive school approach to our local model. As the alternative, we chose the Colegio Ambientalista Isaiah Retana Arias (CAIRA), a public school in the local district of Pérez Zeledón in Pedrogoso, Costa Rica. CAIRA is a unique high school that has designed and implemented a compulsory, school-wide environmental curricu-lum. As a result of our deliberations, we identify several issues concerning the implementation of ESD in our community. We address the discipline versus non-discipline placement of ESD, compulsory versus optional ESD courses, teacher preparation and professional development, curriculum development, and the role of place. We conclude with the recommendation for the fusion of Manitoba’s cur-
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.
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 | 0.022 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.010 | 0.020 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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 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".