Approaches to World History Education: The Merits and Challenges of Culturally Relevant Pedagogy
Bibliographic record
Abstract
In 2015 the Ontario Canadian and World Studies curriculum broadened the scope of the CHY4U/C course from "The West and the World" to "World History since the Fifteenth Century." Teachers of this course are now being asked to cover the same 500-year period with a less Eurocentric focus, and are largely given the freedom to choose the specific events or themes they want to cover. This qualitative study explores the use of Culturally Relevant Pedagogy (CRP) as a potential tool for negotiating the content selection of "World History since the Fifteenth Century" and asks whether it is practical for teachers to cater this content to the cultural demographics of their classrooms or schools. This question was explored through the use of two semi-structured interviews with experienced Ontario educators. The data from these interviews revealed the importance of student-selected, inquiry-based projects in negotiating gaps in teacher knowledge; understandings of CRP that differed from those found in the literature; and the poor quality of course materials which force teachers to seek outside resources.
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 | 0.010 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.023 | 0.050 |
| Scholarly communication | 0.013 | 0.004 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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".