Towards a theory of critical energy literacy: the Youth Strike for Climate, renewable energy and beyond
Bibliographic record
Abstract
Abstract The Youth Strike for Climate raised important global attention to interconnected climate, energy and environmental issues — it also compelled us to consider what we will do to address these pressing challenges. Developed through consideration of such dynamics, we propose critical energy literacy as an emerging theory that denotes understanding of the social, environmental, political and economic challenges, benefits and impacts of various energy sources, developments and technologies. Critical energy literacy is grounded in critical and decolonising approaches to STEM education; considerations for collaborative multi-, inter- and Trans disciplinary pedagogy; critical place-based inquiry and pedagogy; critical gender perspectives and critical media literacy and engagement. Enhancing societal critical energy literacy will assist with more equitable energy, transit, construction and environmental planning by and for communities, businesses and governments. In this theory-building commentary, we share insights related to and principles for our emerging theory of critical energy literacy which coalesced through personal experience with and previous studies into related initiatives and areas of inquiry, and recent reviews of literature as well as K-12, post-secondary and not-for-profit curricula in Canada with consideration for international contexts. A discussion of renewable energy development and education focused on the Canadian province of Alberta is presented as an illuminating exemplar.
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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 | 0.008 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.010 | 0.063 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.005 | 0.008 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".