ALL CHILDREN ARE EQUAL, BUT SOME ARE MORE EQUAL THAN OTHERS: MINORITIZATION, STRUCTURAL INEQUITIES, AND SOCIAL JUSTICE PRAXIS IN RESIDENTIAL CARE
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<p>This article draws on our practice and research experience in diverse residential settings to examine structural inequities facing children and youth in residential care. Our overall goal is to conceptualize residential care as a site for radical advocacy and social change. We track the impact of minoritization by exploring links between historical structural inequities and the positioning of minoritized groups as being in need of professional intervention. Drawing on queer, anti-racist, Indigenous, postcolonial, and feminist theories, we explore how interplaying processes of racialization, gendering, classing, and sexualization (among others) produce unequal circumstances for some groups of children and youth in residential care. We situate our critique in an analysis of two important structural forces that shape contemporary social services in the West: neoliberalism and neocolonialism. We propose that employing a critical social justice analysis in our engagement with children, youth, families, and communities – and with the systems in which they and we are embedded – can open alternative possibilities for residential care praxis.</p>
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it