Newcomer Civic Participation: The Alliance Homework Club and the Integration of Next Generation Youth in Ottawa
Bibliographic record
Abstract
Through the analysis of ethnographic data collected in a homework club serving children of immigrant families, this article reports on a less documented mode of newcomer civic participation that is non-institutional and unrelated to government. Indeed, contrary to other clubs included in a larger study, the one discussed here is positioned by its organisers as outside the race for subsidies. Participation in this race entails that organisations such as theirs are accountable to and must frame objectives, which are amenable to those of funding agencies. We find that this parallel mode of participation is based on long-term objectives of immigrant community integration into the host community, most notably through the educational success of their children. Thus, the club presented here is at the intersection of two previously documented newcomer integration strategies: civic participation and investment in the next generation. This is the first study to document such a crossroads. Dans le cadre d’un plus vaste projet de recherche portant sur les clubs de devoirs en langue française dans la Ville d’Ottawa (Ontario, Canada), nous présentons ici une ethnographie menée dans un club sur une période d’un an. Ce club a été mis sur pied par un groupe de parents issus de l’immigration et renseigne sur un mode de participation sociale non institutionnel de nouveaux arrivants. Peu d’études documentent ce genre d’initiatives qui se déploient en périphérie des initiatives formelles et institutionnelles. Contrairement à plusieurs autres clubs et initiatives, les moniteurs et organisateurs de ce club ne sont pas à la recherche de financements des gouvernements et cherchent plutôt à travailler auprès des jeunes, sans avoir à s’insérer dans un mode de fonctionnement formel. Ce mode de participation permet à ces derniers de poursuivre l’objectif d’une meilleure intégration des membres de leur communauté dans la société d’accueil à travers la réussite scolaire des enfants. Le club de devoirs présenté se situe à l’intersection de deux stratégies déployées par les nouveaux arrivants : participation sociale et investissement dans la deuxième génération. Il s’agit ici d’une des premières études à documenter ce type de processus.
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How this classification was reachedexpand
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 | 0.002 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".