Nature as Part of Community: Rethinking the Primary Grades Neighborhood Study
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
The goal of this article is to examine how schooling reinforces a hierarchized separation of culture from nature by ignoring how human communities are embedded within ecological systems. The article specifically looks at how this separation shows up in elementary social studies curriculum through the example of the quintessential primary grades neighborhood study. In the first part of the article, I build upon theories from ecojustice education, Wild Pedagogies, critical pedagogy of place and the work of other eco-thinkers to suggest that something as simple as a first grade neighborhood unit can either encourage a cultural and ecological shift toward healing modern culture’s relationship with the planet or reinforce human’s alienation from the rest of the living world. In the second part of the article, I offer practical pathways for integrating humans and the more-than-human world that center four different relationships within the neighborhood study: spatial/geographic, educational/pedagogical, critical/political, and temporal.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 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 it