What learning in the community means for Kenyan university students: A hermeneutic inquiry
Bibliographic record
Abstract
Abstract This paper reports on a hermeneutic study exploring the meaning of community-based learning (CBL) to Kenyan university students. Through in-depth research conversations six students shared their experiences of CBL with various types of human service organizations throughout the country. Their experiences highlight the continuing power of cultural and historical context on students’ learning experiences. Findings delve into distinctive aspects of CBL unique to the Kenyan context related to diversity in Kenya, HIV/AIDs in CBL curriculum and critical CBL reflection. These distinctive issues highlight the complexity of CBL in Kenya. Recognizing critical civic engagement in Kenya is closely associated with the country’s social and cultural contexts, this presentation suggests the pedagogy of discomfort as a critical pedagogy to engage in transformative CBL to mitigate negative reactions to students’ difficult learning experiences in the process of making connections between classroom learning and praxis in Kenyan communities. Additional strategies to guide and support students in critical reflection on their CBL experiences are also discussed.
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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 | 0.018 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.031 | 0.033 |
| Scholarly communication | 0.014 | 0.007 |
| Open science | 0.002 | 0.008 |
| 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".