We surveyed professionals from the Chilean Ministry of Agriculture working with small-scale farmers to characterize the attacks of free-ranging dogs across Chile. Nationwide, in a single year, free-ranging dogs attacked 25% of the ca. 8500 farms included in the survey, killing or injuring about 10 000 small ruminants. These dogs were ranked as the main cause of animal losses for small-scale farmers, representing a threat to the livelihoods of this vulnerable group. Further, free-ranging dogs attacking small ruminants were considered as human-subsidized, since they would be recruited by irresponsible ownership and abandonment from urban centers. This is the first national assessment reporting that human-subsidized dogs are a main threat to livestock rearing. Policies to control populations of these animals should target their anthropogenic origin as well as cultural shifts in dog ownership and animal welfare. While these policies may be effective mid- to long-term approaches, short-term actions may also be needed.
Purpose
Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.
Design/methodology/approach
This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.
Findings
An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.
Originality/value
This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.
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