Settlement and Schooling: Unique Circumstances of Refugees and Forced Migrants in Post-War Toronto Suburbs
Bibliographic record
Abstract
This paper explores the possibilities of discovering, sharing, and transforming school-community linkages through proactive outreach programs that are of particular relevance to public elementary schools catering to a large refugee and immigrant population. The authors argue that community-school linkages, as currently understood and discussed in the literature, are primarily focused on unidirectional relations, but certainly have the potential of furthering the particular needs of these children and their families in more productive ways. A wealth of untapped opportunities and creative capacities exist in the community that provide the potential for ‘bridging and bonding’ social capital where the response is sensitive to power relations that can arise from hegemonic interactions. School-community linkages are crucial for displaced communities further isolated and stigmatized in underserved and deprived pockets of the city. These are particularly evident in Toronto’s post-war suburbs, such as Scarborough, where the concentration of neighbourhood poverty is well documented, but where the energy and creativity in the production of its social and cultural landscape, and the commitment of its citizens, are less noted. Based on an outreach workshop held in one such school, the potential of a sustainable emancipatory school-community framework is explored. Cet article porte sur les possibilités de découvrir, partager et transformer les liens entre l’école et la communauté par le biais de programmes de communication proactifs qui soient particulièrement pertinents pour les établissements élémentaires publics recevant une large population d’immigrés et de réfugiés. Les auteurs affirment que ces liens, tels qu’ils sont actuellement compris et étudiés dans les publications universitaires, sont avant tout focalisés sur des relations unidimensionnelles, mais qu’ils pourraient certainement servir les besoins particuliers des enfants et de leurs familles de manière plus productive. Dans ces communautés, une abondance d'occasions inexploitées et de capacités créatives sont susceptibles de procurer un capital social «affectif et relationnel», là où il y a une réponse réceptive aux relations de pouvoir qui peuvent naître d'interactions hégémoniques. Les liens école-communauté sont cruciaux pour les populations encore plus isolées et stigmatisées, déplacées dans des secteurs non desservis et défavorisés de la ville. Ceci est particulièrement évident dans les banlieues d’après-guerre de Toronto, telles que Scarborough où la concentration de quartiers pauvres est bien documentée, mais où l’énergie et la créativité dans l’éclosion de son paysage social et culturel et l’engagement des citoyens ne sont pas autant pris en note. Un atelier de communication qui a eu lieu dans une de ces écoles, a permis d’explorer le rôle potentiel d’un cadre école-communauté émancipateur durable.
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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 | 0.000 | 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 | 0.000 |
| 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".