An ethnographic evaluation of a community-based participatory research project understanding community mobilization & participation in school active transportation initiatives in the Kanien’kehá:ka community of Kahnawake, Qc
Bibliographic record
Abstract
The Kahnawake Schools Diabetes Prevention Project (KSDPP), is a well established Community-Based Participatory Research (CBPR) health promotion organization in the Kanien’kehá:ka (Mohawk) community of Kahnawake, Quebec, where community stakeholders and academic researchers collaboratively developed the School Wellness Policy for the community elementary schools. The Wellness policy contains both a nutrition and a physical activity (PA) policy. Specific to the PA policy, this study addresses a community identified need to develop school active transportation (AT; walk, bike, etc.) programming. AT has become a recent strategy to incorporate into school policies to increase opportunities for children to be physically active.The Active & Safe Routes to School’s (ASRTS) School Travel Planning (STP) processes, a recommended approach within Canada, includes five steps: Setup; Data Collection & Problem Identification; Action Planning; Implementation; and Evaluation. This current study mobilized and engaged key community stakeholders to form the STP-Committee and undertake STP-Processes 1-3 for two community elementary schools. Through ethnography, data were drawn upon participant observation, field notes, meeting minutes, and a coordinated action partnership survey and interviews. Serving STP-Action Plans, ASRTS activities were adapted and included: family survey, in-class travel survey, pedestrian-traffic observations, pedestrian environment data scan (PEDS) walkability checklist, a school profile survey, and classroom mapping activities. Guided by principles of CBPR, the researcher and STP-community committee members worked in a close and equitable partnership.The STP-Committee met monthly from January 2013 to August 2014. The composition of the committee was two teachers/parents, two school administrators, transportation management, one community protection representative, and KSDPP staff. Guided by a co-developed timeline and terms of reference, local knowledge and expertise were incorporated into all aspects of research. Although there were some challenges, such as time and meeting opportunities, commitment and ongoing support from recognized community organizations facilitated the process. ASRTS data were jointly collected, analyzed, and interpreted, which contributed to the development of context-specific and evidence informed STP-Action Plans for each school to be implemented in the 2014-15 school year. Data obtained through ethnography allowed for uncovering the STP-Process, allowing a deeper understanding of key processes and outcomes.Combining CBPR and ethnography with STP was suitable for merging community and researcher expertise for STP in Kahnawake. This project contributes to evidence-informed practice for KSDPP’s objectives to promote active living through school- and community-wide interventions and met the School PA Policy objective of increasing PA opportunities through AT. Illuminating the STP-Process and findings could benefit other Indigenous and non-Indigenous communities wishing to undertake STP.
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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 | 0.064 | 0.050 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.015 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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".