The Location of Refugee Female Teachers in the Canadian Context: “Not Just a Refugee Woman!”
Bibliographic record
Abstract
This paper explores intersectionality of oppression and social agency in refugee narratives of four female teachers from Yugoslavia who immigrated to Ontario and Quebec between 1994 and 1998. These narratives reveal a number of systemic barriers participants encountered in their new country, such as lack of coordination between immigra- tion and settlement services, lack of information about the teacher recertification process, systemic ignorance towards international teaching credentials and experiences, and a number of settlement practices that pushed the partici- pating women teachers to the margins of the Canadian educational system. In addition to reporting a number of systemic barriers to teaching, these women also revealed self-imposed psychological and culturally constructed barriers to settlement such as personal perceptions of having limited language competencies, of being “too old” to continue education, and of remaining permanent outsiders to Canadian ways of being. Women also discussed their choices and priorities in terms of their personal and professional lives and the ways in which these preferences facilitated and/or hindered their integration in the Canadian education system and society. The paper challenges the master narrative of refugeehood in Canada by exposing the ways in which race, class, gender, age, ethnicity, and professional identity, in addition to refugeehood, shape the oppression and the privilege of refugee women in the Canadian context.
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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 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".