"Under-Participation" and Ethnocentrism in Environmental Education Research: Developing "Culturally Sensitive Research Approaches".
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
Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the “under-participation” of people of colour, which led to the development of ethnocentric and methodologically problematical “marginality” and “ethnicity” theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated “culturally sensitive research approaches” in use to differing extents in environmental education in its widest sense: “ethnic modeling in qualitative research;” “culturing” environmental education; and community based participatory research. I conclude by making a plea for “culturally sensitive research approaches” to become inherent in all environmental education research. Resume Les questions de diversite raciale et culturelle ont constitue une certaine source d’interet pour les educateurs environnementaux et de plein air. Les premiers travaux de recherche se sont articules sous le signe d’une « sousparticipation » des personnes de couleur, phenomene ayant donne lieu a l’elaboration de theories ethnocentristes de la « marginalite » et de l’« ethnicite » qui sont methodologiquement problematiques. Il est toutefois une masse grandissante de recherches, educationnelles et autres, consacrees aux personnes de couleur et qui privilegient la culture a titre d’element central du processus de recherche. J’avance qu’il existe presentement (au moins) trois « approches culturo-sensibles en recherche » etroitement liees et que ces approches sont employees pour repousser les limites de l’ERE dans son sens le plus large : la « modelisation ethnique en recherche qualitative », la « culturalisation » de l’ERE et la recherche participative axee sur la communaute. Je conclus en preconisant l’adoption d’« approches culturo-sensibles en recherche » dans tous les travaux de recherche qui s’effectuent dans le domaine de l’ERE.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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