“Participation”, White Privilege and Environmental Justice: Understanding Environmentalism Among Hispanics in Toronto
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
Abstract: The environmental justice movement has highlighted not only the unequal distribution of environmental hazards across lines of race and class, but also the white, middle‐class nature of some environmentalisms, and broader patterns of marginalization underlying people's opportunities to participate or not. There is a significant body of work discussing Hispanic environmental justice activism in the US, but not in Canada. This paper draws on interviews with representatives of organizations working on environmental initiatives within the Hispanic population of Toronto, Canada to explore definitions of and approaches to environmentalism(s) and community engagement. Four interrelated “mechanisms of exclusion” are identified in this case study—economic marginalization; (in)accessibility of typical avenues of participation; narrow definitions of “environmentalism” among environmental organizations; and the perceived whiteness of the environmental movement. Taken together, these mechanisms were perceived as limiting factors to environmental activism in Toronto's Hispanic population. We conclude that the unique context of Toronto's Hispanic community, including contested definitions of “community” itself, presents both challenges and opportunities for a more inclusive environmentalism, and argue for the value of “recognition” and “environmental racialization” frameworks in understanding environmental injustice in Canada.
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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 | 0.001 | 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) | 0.001 | 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