Reimagining community engagement in a JK–12 International Baccalaureate school: Transforming praxis through compassionate dialogic processes
Bibliographic record
Abstract
The International Baccalaureate (IB) mandates community engagement (CE; otherwise known as service learning) throughout its continuum; however, there is confusion around epistemological approaches, strategies, and methodologies. This Organizational Improvement Plan (OIP) aims to support educators in developing a praxis-based CE program at an independent IB school in Western Canada. It is inspired by a problem of practice that exists at Hope Mountain School (HMS), where there is currently no coherent framework to guide CE development through ethical and sustainable approaches. Critical/post-critical theoretical approaches ground the OIP’s inquiry process supported by sociotransformative constructivist and ecocentric worldviews. Systemic tensions between HMS, IB programs, and the provincial curriculum are discussed, and HMS’s culture and vision are analyzed in relation to CE epistemology as focused through dialogic change processes. A tripartite model of ensemble, compassionate systems, and reflexive leadership supports systems change, and cycles of community-based participatory action research promote reflexive praxis and contextual intelligence. The change model positions research, purpose, intentionality, critical thinking, and participatory conversations as necessary for change implementation, and this model is deepened through an exploration of collaborative strategies for community wellbeing. Solutions are measured against the concepts of compassionate collaboration, leadership capacity, and deeper learning, with the chosen solution focusing on a continuum-wide approach to change. Equitable and decolonizing approaches to knowledge mobilization and evaluation are presented with the aim to increase inclusion, leadership capacity, and agency.
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.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".