How can home economics education promote activism for social and ecological justice
Bibliographic record
Abstract
Home Economics education in Saskatchewan, Canada is at a critical juncture: provincial Home Economics curriculum renewal and changes to the Home Economics teacher education program at the University of Saskatchewan offer opportunities for the evolution of the discipline. Internationally, the goals of Home Economics have shifted, a reflection of changes within academia and society. However, a gap exists between the international goals of the profession and Home Economics education in Saskatchewan. Through a textual and reflective empiric analysis, a critical social and ecological justice theoretical framework of Home Economics will be developed that works to equip students with the tools necessary to participate in civil society. Civil participation is essential to challenge and change root causes of economic, social, and political inequality. Influenced by the work of Kevin Kumashiro's (2015) anti-oppressive education, Joel Westheimer's (2015) model of citizenship education, and Bob Davis' (2000) critique of lower-order thinking and learning pedagogies, personal vignettes provide examples of the transition from theoretical framework towards pedagogy, where a case is made for the applicability, suitability and relevancy of a critical social and ecological justice pedagogy of Home Economics education.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.009 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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".