Cross-Border Dialogues: A Collaborative Instructional Design Inquiry to Promote Equity and Diversity
Bibliographic record
Abstract
The COVID-19 pandemic complicates ingrained educational inequalities around the globe and foregrounds the pertaining challenges that teachers have encountered due to school closures and the shift to distance learning. This cross-border teacher education project intended to examine how academics and pre-service teachers in different geographic locales could collaboratively explore equitable learning opportunities for diverse learners through the use of critical media literacies to respond to interconnected global crises. In this six-week cross-border teacher education project, we recruited four Mandarin and English literacy teacher candidates in Hong Kong to interact with one another and one Canadian professor as part of the teacher preparation phase of a larger-scale cross-border research project that connects youth from Hong Kong and Canada in a social networking space. For the purposes of teacher professional development, the Hong Kong teacher candidates and Canadian researchers engaged in collective exploration of how instructional designs in literacy education could promote equitable learning opportunities for diverse learners. Findings show that the cross-border teacher education project supported teacher candidates’ development of pedagogical skills and espoused their agency in promoting educational equity and collective problem-solving through critical media literacies. Findings relate the teacher candidates’ shifted perspectives from focusing on students’ decontextualized language skills to nurturing critical media skills. Changing from a deficit-oriented view about what literacy learners could not do, the teacher candidates also adopted an asset-oriented view about the linguistic and cultural repertoires that diverse learners could bring to literacy classrooms.
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How this classification was reachedexpand
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 | 0.001 | 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 | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".