‘I’m the One Who Is Looking After My Family’: Refugee Youth Brokers, Pre-Departure Orientation and Settlement in Canada
Bibliographic record
Abstract
Refugee youth are a commonly ignored group in refugee literature and Canadian government programming. This paper canvasses the voices of refugee youths and provides a critical analysis of the value of pre-departure training programs. Through interviews with Bhutanese youths in Canada, this research finds that many participants took on very adult roles and responsibilities within their respective families, almost as a de facto heads of household. I categorize these roles as those of youth brokers and use this terminology to point to the important function that refugee youths play in authoring their family’s future in Canada. This study critically analyzes orientation programs, via the thoughts and opinions of participants, as well as considering ways to improve such programming. The research foregrounds the voices of refugee youths by using their thoughts, opinions, and voices to shape a critique of current orientation programming models. I argue that the variety in both the experiences of the youths and their orientation needs, as well as the positive orientation descriptions provided by participants of the pilot project, is a testament to the futility of a ‘one-size-fits-all’ model for orientation programming. Youth are producers of knowledge and leaders within their families, whose family responsibilities do not match their perceived social age.
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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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".