New place-based educational initiatives in the Welsh curriculum and some legacies of the Canadian experience: a conversation
Bibliographic record
Abstract
Abstract In this article, we examine aspects of new placed-based educational initiatives in the Welsh curriculum, and parallels with similar Canadian initiatives. The article grew out of an email exchange between its two authors, emerging from discussions of these matters—both at the level of philosophical underpinnings, and in light of the classroom and school experiences of those participating—in the context of a Welsh graduate class. The new national curriculum in Wales enables greater teacher autonomy than did previous curricula, and encourages the prioritization of localized knowledge and inquiry. This has given rise to debate over the merits of giving teachers autonomy to design their own place-based curricula. The overarching aim of this article is to show how such curricula have the potential to afford an understanding and experience of knowledge and being which contrast with the, often hidden, legacies of mainstream Westernized schools. Through analysis of philosophical perspectives from hermeneutics and ecology, and examples of place-based, inquiry-led learning in Canadian schools, we argue that place-based curricula potentially allow for the experience of an ontology of relations, in a way that is enriching for both students and teachers.
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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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| 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 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".