Sustainability Education in First Nations Schools: A Multi-Site Study and Implications for Education Policy.
Bibliographic record
Abstract
This paper explores sustainability uptake in education policy in First Nations-managed K-12 schools and analyzes the implications of barriers for practices in First Nations’ educational communities. Interviews were conducted with educators across four different Canadian schools and content analysis used to draw out key themes of analysis. Themes include educators’ articulations of relationships to land, including of a relational-legacy of living in an implicitly sustainable and respectful way. Participants also described how culturally and geographically relevant pedagogical approaches to sustainability are challenged by systemic and localized barriers. Participants perceived under-resourcing and administrative barriers to limit integration of sustainability across curricular areas, hindering educators’ abilities to develop appropriate innovative programming and resources for First Nations’ students. Success in overcoming these obstacles was described as being achieved through harnessing community resources to indirectly include sustainability in the curriculum. Implications for local and global Indigenous educators, policy makers, and agencies are discussed.
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How this classification was reachedexpand
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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".