Encounters with Otherness: Curriculum and Pedagogical Challenges of Responding to Diversity in Canadian Teacher Education
Bibliographic record
Abstract
Carson, Terrance R.. 2018. Encounters with Otherness: Curriculum and Pedagogical Challenges of Responding to Diversity in Canadian Teacher Education, Asian Journal of Canadian Studies, 24-2. 54-72. The purpose of this article is to find the ways to pedagogically include attention to diversity in the teacher education program. Canada is an officially multi-cultural nation with two official languages, It has never been quite possible to assimilate into one Canada. Moreover, absorbing immigrants into the existing culture is no longer the norm in an era of globalization and internationalization. We have now encountered the uncharted territory of educating teachers for diversity within a teacher education program. The major result from our work on forms of diversity in public schools in Alberta and in Canada is a shift in focus – away from an inward look at how diversity appears to the outsiders, and looking outwards towards building the foundations for forging bonds of solidarity around us.
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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 | 0.014 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.087 | 0.035 |
| Scholarly communication | 0.019 | 0.008 |
| Open science | 0.003 | 0.022 |
| Research integrity | 0.004 | 0.010 |
| Insufficient payload (model declined to judge) | 0.006 | 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".