Transcending the Classroom: Re-imagining Social Justice Education for K-12 Teachers in the Greater Toronto Area
Bibliographic record
Abstract
Social justice education (SJE) is increasingly emerging in importance in kindergarten to grade 12 (K-12) education in public schools in Toronto and the Greater Toronto Area (GTA). Considering this emergence, the study presented focuses on the stories, narratives, and personal experiences of K-12 public school teachers in Toronto/GTA who are also currently Social Justice Education (SJE) students at the Ontario Institute for Studies in Education. The findings from three semi-structured interviews with three K-12 teachers/SJE students reveal how they understand SJE and apply their SJE education in their pedagogical praxis. Additionally, the findings detail how these individuals navigate tensions related to SJE in relationships and interactions with their teacher-peers at school. The study concludes with a discussion on the significance of the findings and recommendations related to SJE implementation beyond the classroom. Ultimately, the study creates space for critical pedagogical considerations that promote SJE, diversity, and inclusion in schools.
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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 | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.034 | 0.036 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.002 | 0.015 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".