Education and ecological precarity: Pedagogical, curricular, and conceptual provocations
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
Too big to imagine and too urgent to ignore, climate crisis is the text or the subtext of many of the news headlines as we write the editorial introduction to this special issue. We write while still in the COVID-19 pandemic, just after the COP26 climate summit in Glasgow, just after a summer of deadly heatwaves, just after a highway collapsed due to flooding in British Columbia, and just after the Royal Canadian Mounted Police again invaded Wet’suwet’en, where land defenders are engaged in the ongoing protection of their lands and waters from construction of a gas pipeline. No matter when you read this or where you are reading from, you will also be reading during and “just after” the devastation caused by climate crisis. We can count on the permanence of crises popping up, eroding away, and worsening. We are in times of guaranteed precarity. Youth climate activists continue to inspire; they hold corporations and governments to account for the lack of substantive action and bring attention to the need for action. Amidst the disappointments of the COP26 summit (including those identified by youth from all corners of the world 1 ) somehow scaling up and escalating a response to climate crisis remains ever more urgent. We are reminded of this urgency every day. A recent headline announced: “Extreme weather events are ‘the new norm’” ( McGrath, 2021 ). The article proceeded to name some of the extreme events of the year from around the world including drought, extreme rainfall, and an accelerated rise in sea levels. We are drowning in stories of ecological devastation, its disproportionately distributed effects, and colonial governments’ insistence on capitalist extractivism. The ruinous times illustrated by these stories demand urgent responses at multiple levels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.001 |
| 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