Reviews: Ghost Walkers: Southern and Eastern Europeans at the US–Canada Border in the Interwar Period
Notice bibliographique
Résumé
Current immigration debates in the Americas often concern issues of illegality, deportation, and border control mostly focusing on the US-Mexican border, and frequently labeling immigrants as undesirables, criminals, and potential threats to society.In her engaging book, Ashley Johnson Bavery shows us that such debates are not entirely new but fit into a longer narrative of US immigration control, nativism, suspicion as well as have clear roots in the 1920s and the experience of southern and eastern European immigrants looking for better opportunities in the new world.Scrutinizing events and trends taking place one hundred years ago, Bavery demonstrates how ethnic Europeans were stigmatized as likely burdens on society, criminals, illegals, and even terrorists, which led to harsh living and working conditions, discrimination, and exclusion, also due to a combination of local, national, and international decisions and policies.Between the 1870s and 1920s more than twenty million people immigrated to the United States, primarily from Southern and Eastern Europe, during the era often referred to as the period of New Immigration.Such a wave had a major economic, social, and cultural impact on the receiving country as well as the newly arriving immigrants and their home societies.The era did not only bring about unprecedented immigration rates, but also growing attempts at control, restriction, selection, and testing, which ultimately manifested themselves in the Chinese Exclusion Act (1882), the introduction of a literacy test (1917), and culminated in quota limitations clearly targeted against immigration from Southern and Eastern Europe in 1921 and 1924.Simultaneously with the introduction of these quotas, Canada remained relatively open.(Johnson Bavery could have devoted perhaps a bit more attention to the examination of the reasons behind the different attitudes of the two countries.)Consequently, European immigrants saw Canada both as a possible new destination and also as an (illegal) springboard to the US, eventually leading to shifting patterns of arrival, smuggling, and varied attitudes of, and towards, newly arriving immigrants.Most of the works on European immigration focus on the decades preceding the 1920s, studying questions of integration, nativism, assimilation,
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».