Towards an equity competency model for sustainable food systems education programs
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
Addressing social inequities has been recognized as foundational to transforming food systems. Activists and scholars have critiqued food movements as lacking an orientation towards addressing issues of social justice. To address issues of inequity, sustainable food systems education (SFSE) programs will have to increase students’ equity-related capabilities. Our first objective in this paper is to determine the extent to which SFSE programs in the USA and Canada address equity. We identified 108 programs and reviewed their public facing documents for an explicit focus on equity. We found that roughly 80% of universities with SFSE programs do not provide evidence that they explicitly include equity in their curricula. Our second objective is to propose an equity competency model based on literature from multiple fields and perspectives. This entails dimensions related to knowledge of self; knowledge of others and one’s interactions with them; knowledge of systems of oppression and inequities; and the drive to embrace and create strategies and tactics for dismantling racism and other forms of inequity. Integrating our equity competency model into SFSE curricula can support the development of future professionals capable of dismantling inequity in the food system. We understand that to integrate an equity competency in our curricula will require commitment to build will and skill not only of our students, but our faculty, and entire university communities.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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