Bibliographic record
Abstract
Dear Readers, process of identity formation is lifelong, ongoing, creative, and innovative. Educators require a pedagogy that can assist in facilitating this process. The above quote from George Drazenovich's (Lakehead University) article Queer Pedagogy in Sex Education speaks to a central challenge that many of the articles in this issue address in the context of different populations and multiple curricular foci, and through diverse types of inquiry. Drazenovich's research is concerned with unmasking and undermining disguised and evident forms of domination that are embedded in scientific knowledge and the media landscape by advocating for a spiritual pedagogy that assists students in rethinking questions of sexuality and creating new possibilities for identities and creative self-expression. Similarly, other researchers in this issue argue for new and expanded modes of understanding the ways in which learners have access to educational opportunities and how these opportunities are influenced by the relationships between the various participants--adults and children alike--and the roles they play based on their identities as teachers, students, parents, and community members in different educational environments. For example, Jennine Rawana (York University), Daniella Sieukaran (Simon Fraser University), Hien Nguyen (York University), and Randy Pitawanakwat (York University), in their article entitled Development and Evaluation of a Peer Mentorship Program for Aboriginal University Students, explore the educational challenges of post-secondary Aboriginal students through the development of a mentorship program aimed at fostering school engagement, resilience, and well-being in connection with ethnic identity. In yet another crucial context of identity formation related to educational opportunities, that of parent-child relationships, Lesley Andres (University of British Columbia) and Dianne Ashbourne (Capilano University), examine the ways Canadian parents choose educational programs and activities for their children based on their own values and experiences, as well as their education levels. Their article Athletics, Music, Languages and Leadership: How Parents Influence the Extracurricular Activities of Their raises important equity questions with respect to access to extracurricular activities for Canadian children. The authors argue that inequality is a result of the complex, dialectical interactions between personal history, family history, present situation, institutions, and society and point to the importance of thinking about the impact of program and policy equity issues in and outside of schools for both present-day children and parents and in an intergenerational context. Within another vital educational environment, Darren Lund (University of Calgary) and Lianne Lee (University of Calgary), in their article Fostering Cultural Humility Among Pre-Service Teachers: Connecting with Children and Youth of Immigrant Families Through Service-Learning, document a community-initiated service-learning project within a teacher education program from a social-justice model, as an initiative to raise critical awareness on power and privilege while countering deficit-model thinking. …
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 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 | 0.006 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.002 |
| 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 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".