Pedagogical principles for encouraging (socially just) youth climate action: A schema for citizenship education curriculum analysis
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 article synthesizes pedagogical principles for supporting youth climate action from across local (Ontario) and global literature. It also seeks out stories of Indigenous youth engaging in climate action in distinct ways—highlighting examples from Sioux (of Standing Rock) and Inuit youth. The authors propose the Pedagogical Principles for Supporting Climate Action curriculum analysis schema before using it to examine the Ontario citizenship framework. The findings reveal how the curriculum segment in its current form is incongruent with the pedagogical principles of supporting youth climate action. The authors articulate both immediate and urgent curriculum revisions that are necessary for supporting youth in socially just climate action—with a call for immediate revisions that include a shift toward centering Indigenous knowledges, integrating climate justice and upholding relationality to the land and all that it sustains.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 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