Peace-building Learning Opportunities in Ordinary Schools: Youth in Violent Surroundings in Mexico, Bangladesh, and Canada
Bibliographic record
Abstract
This paper examines learning opportunities for peacebuilding offered in the context of daily lessons in regular public schools surrounded by violence. Publicly funded schooling can exacerbate as well as mitigate direct and indirect systemic destructive conflict. Yet, public schools also provide opportunities for advancing democratic peacebuilding social transformation. What understandings and learning opportunities about the roles people could play in handling conflict and peace are embedded in local curriculum guidelines and in teachers’ implemented curriculum? How do these perspectives compare with young students’ understandings and concerns, rooted in lived experience of direct and indirect violence (and peace)? What promising building blocks emerge for peacebuilding education? The paper draws from a multi-year research project, “Peace-Building Citizenship Learning,” examining intersections and disjunctures between the lived experiences of youth (age 10-15) and their teachers’ implemented curriculum, in selected elementary and intermediate public schools in marginalized urban communities experiencing violence in Mexico, Bangladesh and Canada.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.024 | 0.004 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| 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".