Relationality and decolonisation in children and youth garden spaces
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This article presents an analysis of three uniquely situated garden-based research studies. As colleagues intrigued by the rich, intricate, learning dynamics playing out within the garden spaces, our collaboration explored the broader meaning and potential for garden-based programming. As we discussed the three garden studies, two themes emerged as valuable for analysis: relationality and decolonisation. We understand the themes in relation to Gregory Cajete’s (2005) conceptualisation of coming to resonance within oneself, one’s community, and the surrounding ecosystem as being integral aspects of a holistic learning program. In addition, centring learning around relationality with place requires, as Delores Calderon (2014) asserts, a critique of colonisation that has shaped place over time. In our collaboration on the three studies and reading of current developments in the literature, it became clear that garden- and place-based education must grapple with the troubled histories of place and work towards decolonisation. Each garden project provided unique insight, but our collective analysis elicited an examination of assumptions about pedagogy and potential for decolonisation of land, body, and minds.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 it