Investigating the role of public school discourse in our socio-ecological crises
Bibliographic record
Abstract
Cultural causes of past and present social and environmental crises can no longer be ignored by the public school system . A frequent message embedded in popular Western culture is the notion of human independence from and superiority over the physical environment. Scholars believe that the ‘mindset of superiority’ complicit in the oppression of ecological systems is the same as that which oppresses non-Westerners, women, and ‘others’ (Plumwood, 2002). With repetition, this message has become part of our everyday vernacular impacting our thoughts, values, and behaviours (Lakoff, 2008 ; Thibodeau & Boroditsky, 2013 ) . Using the Ecojustice framework and Transformative Inquiry methodology, my study offers a preliminary examination of the extent to which everyday discourse in the British Columbia school system supports this idea of superiority over others and the physical environment. By analyzing discursive practices in teachers, myself as a teacher educator, and in the curriculum , I will identify where the logics of domination proposed by the ecojustice framework appear in this school system. The purpose of my study is to provide information that will improve curriculum development, teacher education, and public school discourse before, as Lakoff (2008) warns, all the ice caps melt.
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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 | 0.010 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.017 | 0.040 |
| Scholarly communication | 0.023 | 0.015 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.003 | 0.005 |
| 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".