Bridging the Gap: Towards a Cosmopolitan Orientation in the Social Studies Curriculum in Saskatchewan High Schools
Bibliographic record
Abstract
Vital to Canadian social and cultural cohesion in a globalized world is an urgent need to enact new social and educational discourses and initiatives essential to expand an understanding of our interconnected relationships that coalesce with the key tenets of cosmopolitanism. Cosmopolitanism is a theory that endorses a sense of global responsibility and connectedness, respect for human rights and difference inside and outside our borders, and detachment from our communal, national, religious, ethnic, as well as other forms of particularities. The purpose of this qualitative case study is to investigate to what extent the social studies curriculum in grades 9, 10, 11, and 12 in Saskatchewan integrates or reflects cosmopolitan perspectives in an increasingly interconnected world. Thus, data collection consists of content analysis of the Saskatchewan curriculum and five interviews with social studies teachers in Saskatchewan high schools. Data analysis is guided by the literature review on cosmopolitanism that operates as the theoretical framework of this study and by critical discourse analysis. This research contributes to our understanding of what cosmopolitan education can offer in terms of possibilities to the social, cultural, educational, and political configurations of Canadian society. Emphasis is also on the need for future implementation of courses focusing on cosmopolitanism in higher education to raise awareness among students, prospective teachers, policy makers, curriculum designers, educational administrators, and government agencies about cosmopolitanism as an active agency to alleviate social ills. In conclusion, I offer suggestions for strengthening the social studies curriculum in Saskatchewan high schools to promote cosmopolitan values. Thus, the significance of the study lies in its theoretical and practical implications for social and educational policies in Canada and internationally.
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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 | 0.011 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.016 | 0.006 |
| Scholarly communication | 0.014 | 0.005 |
| Open science | 0.002 | 0.021 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.009 | 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".