Bibliographic record
Abstract
Mutual respect is an essential component of a peaceful society in which everyone is honoured and treated as equals. Using a phenomenological approach, this study examined the experiences of nine post-secondary students in culturally diverse classrooms in an urban Canadian university. Through individual interviews, using phenomenological reduction, findings suggest that participants defined and engaged with cultural diversity in a variety of ways and exhibited various levels of intentionality of engagement and non-engagement with each other. Participants observed differences pertaining to language, culture, ethnicity, skin colour, and religion. From these discussions of difference, participants proposed practical pedagogical practices that might promote cross-cultural competencies, including: active participation, open dialogues, out of the classroom learning, and non-adherence to clocks and desks in cookie cutter order. The study revealed that implementing Freirian critical pedagogy and Cummins’ empowerment model in culturally diverse post-secondary classrooms can increase the students’ comfort level, which strengthens their ability to learn in their classrooms and from each other.
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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.059 | 0.011 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 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".