With(in) the Forest: (Re)conceptualizing Pedagogies of Care
Bibliographic record
Abstract
Drawing on moments from an early learning forest inquiry located on Songhees, Esquimalt, and WSÁNEĆ territories, otherwise known as Victoria, BC, this paper engages with the messy politics of “care” that emerge when early childhood education and colonized forest ecologies meet. In it, we take up the challenge of unsettling our deeply held conceptualizations of care through a series of pedagogical stumblings with young children’s worldly forest relations. Foregrounding the question “what constitutes good care in troubling times?” this discussion explores the logics we draw on to respond to the increasing sense of urgency in contemporary calls to teach children how to care for the earth. Can we learn to inhabit pedagogies of care in early childhood educational practice beyond simply retooling the extractive settler-colonial stewardship frameworks that brought us to this era of uncertainty? And what happens if we invite a wider cast of participants into our understandings of care than those prevailing early learning approaches tend to promote?
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 | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.014 | 0.075 |
| Scholarly communication | 0.011 | 0.012 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.003 | 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".