Bibliographic record
Abstract
There is a need for critical and ecological perspectives in education in order for educators to gain the capabilities to respond to the realities of climate change and the resulting calls for Education for Sustainable Development (ESD) and sustainability education. The topic of this graduating paper incorporates an ecological perspective in home economics. Eleanore Vaines (1990, 1997) proposes home economists strive towards a reflective professional practice grounded in an ecocentred philosophical orientation. An eco-centred home economics practitioner holds an ecological world view where “everything is related to everything in some way” and the teacher is a learner among learners “empowered to facilitate emancipatory action” (Vaines, 2004a, pp.142- 143). I have searched for ways to interweave the context of my practice with educational theory and work towards a pedagogy that supports the goal of developing of an ecological perspective in home economics. I present my search as narrative self-study where I share my journey of becoming a reflective home economics teacher. After reviewing the literature on an ecological perspective and outlining what it means in terms of curriculum and pedagogy, I critique my practice using three critical incidents to show how a weak understanding of a sense of place and controversial issues were an impediment to implementing ecological material effectively. I subsequently research these two aspects that are related to the implementation of an ecological perspective in more depth in order to make recommendations for home economics educators who might find themselves in a similar situation.
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 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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.012 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.022 | 0.002 |
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".