Multicultural practices of Canadian immigrant youth : "a work in progress"
Bibliographic record
Abstract
This ethnographic study is placed in a space between the principles and laws that come under the purview of multiculturalism and the way in which they are received and enacted in the everyday lives of student groups at a secondary school in Vancouver, BC. Using de Certeau's "logic of action," I view student multicultural practices are viewed as a set of "tactics" measured according to a principle of "usefulness" set against an official or ideological background of rights and privileges within a multiculturalism of mutual respect, integration, harmonious intergroup relations, social cohesion and a shared sense of Canadian identity. Student expressions of "distinctness," belonging and identity are examined using Charles Taylor's approach to a "Canadian multiculturalism." Student groups within a locale transform multiculturalism as policy into a tactical multiculturalism of "distinctness" in which propriety further suggests a multiculturalism based on recognition and individual rights. Using the ideas of Charles Taylor and Will Kymlicka, a system of "strong" (cohesive) and "weak" (fragmenting) multiculturalism is identified in the practices of three institutionally composed groups of students - "ESL," "Regular," and "IB." This system is further nuanced by taking account of a richly textured "background" or context in which multiculturalism is practiced. I arrived at an idea of multiculturality, a stylistic spectrum that varies from a passive multiculturalism of "distinctness" with its emphasis stereotypical and bounded forms, to an active style that looks more to historical contingencies and dynamics of context consistent with a Taylorian multiculturalism of dialogue, a discussion of value moving towards a "fusion of horizons" (Gadamer). Based on the study, some suggestions are made regarding pedagogical directions with respect to multiculturality.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.031 | 0.009 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".