Teaching Values for Comprehensive Just Peace? Teachers Curricula for Social Cohesion in Mexico, Bangladesh, and Canada
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
This chapter compares the ways several classroom teachers, in economically marginalized urban contexts in different countries, endeavored to foster peaceful, democratic social relations across relevant social differences and inequalities, primarily through teaching values. The settings were regular public schools in three countries not war-torn but suffering severe local violence. In Bangladesh, participating teachers taught Islamic moral precepts—for instance, to treat women respectfully and materially aid the poor—and a national enmity narrative in relation to Pakistan. In Mexico, the teachers taught abstract values linked to interpersonal behavior—such as respect, honesty, and solidarity—and a national narrative valorizing blended Indigenous and European origins. In Canada, the teachers taught multicultural awareness and individual character development, narrating a peaceful nation of immigrants. Within each context, most teachers’ enacted curriculum presented values unidimensionally, emphasizing compliant tolerance. However, some teaching connected these social cohesion values with broader democratic justice foundations for sustainable peace, illustrating alternative (narrow or broad-based) approaches to values education for building peace.
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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 | 0.000 | 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 | 0.001 | 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