Bibliographic record
Abstract
Critical-reflective approaches There lias been a growing recognition of the need for teachers to examine and to come to greater understanding about multicultural policies in Canada. What is less clear, however, is the kind of approach which best facilitates mu/ticultural awareness. It is argued that Critical Pedagogy (as developed by Giroux, following Freire) provides a promising MW framework for the consideration of multicultural ideology and for comparison between this and alternatives such as the anti-racist ideology being currently promoted within the British educational system. It is concluded that the processes of critical reflection are crucial to greater understanding of multiculturalist ideology, in the conteXl of which multi-ethnic education in Canada is currently being developed. Many educators have recognized for some lime that all Canadian t.eachers will benefit from some in-depth understanding of the issues underlying multieultural poliey and the implementation of such poliey in the moIti-ethnie elassroom. What is less clear and more debatable than this, however, is the question of what is the best way to bring about sueh understanding, of what are the centtal issues, and of how background knowledge and elassroom practise are related to each other. Various proposaIs have been made recently about what should be ineluded in t.eacher preparation programs. Banks (1986), for example, argues that teaehers need training whieh relates to their individual positions on a spectrum of personal awareness having six stages as follows: 1. Cultural-psychological captivity: where individuals intemalize negative beliefs about their own ethnie groups,
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.677 | 0.355 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".