Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach
Bibliographic record
Abstract
Abstract Educating youth is an essential way to deal with climate change (Kwauk, Roadblocks to quality education in a time of climate change. Center for Universal Education, 2020). A transformative and sociocritical epistemological and pedagogical approach (Jickling & Wals, Curriculum and environmental education: Perspectives, priorities and challenges. Routledge, Taylor and Francis Group, 2018) supports the idea that youth must be recognized as full-fledged actors in the resolution of the climate crisis. Doing so is essential to develop their sense of empowerment. However, the notion of “sense of empowerment” has not been conceptualized yet in the scientific literature on education. The capability approach (Sen, Commodities and capabilities. North Holland, 1985a) underscores the relevance of taking into consideration different types of freedoms that youth need to be given. In the doctoral thesis underpinning this chapter, we used a qualitative methodology to interview youth in the province of Québec (Canada). In this chapter, we illustrate how youth express what is needed to reinforce their sense of empowerment when it comes to climate change and how this sense is consistent with a whole school approach (WSA).
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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 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".