Peace, Poverty, and Privilege in Secondary School Settings: How Collaborative Research Informs Youth Human Rights
Bibliographic record
Abstract
This paper has its focus on peace, poverty, and privilege in secondary school settings in Ontario. The paper describes a collaborative research/practice network which seeks to enhance public confidence and the importance of a human rights framework for youth in secondary school settings. The research is guided by three principles: changing mindset; shifting practices; fostering youth voice, and parent engagement. By committing to a community of relational knowledge and practice, the network mobilizes knowledge via four intersecting areas of social justice, inclusivity, safe acceptance, and cultural competency. Reporting on evidence-based outcomes, the research identifies the following themes: a) climate, culture, and relationship; b) youth voice alongside caring teachers; c) stigma, image, acceptance, and resilience. Using a 3R narrative framework developed by the author that analyzed the data, the research collaborative informs a systems-based implementation plan based on three pillars of opportunity to: enhance professional practice and knowledge; build a culture of care, and; develop community partnership and relationship. This secondary school research implements deep knowledge and practice to and for wide-ranging school communities as well as for innovative reach in teacher education because it places, for the first time in Canadian poverty-school based research, youth voice at its center.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".