Transnational (Be)longing: The educational experiences and careers of two young professional Black Canadian women in Vancouver
Bibliographic record
Abstract
Little has been written about contemporary Blacks in British Columbia, yet there has been a Black presence since the 1850s. Even less has been documented regarding Black women. This essay explores the lives of two educators in their early thirties who live in the city of Vancouver. Their narratives reveal their transnational and diasporic experiences and (be)longings as Canadians. The research is framed by theories of diaspora, critical Black feminisms, and life history theory and methodology. The study used an interpretive design. Participants were interviewed over a three-year period in which they discussed their educational experiences and careers. Data were analyzed inductively, using a grounded theory approach. The findings reveal the ways in which they navigated their identities, relationships and work in one of Canada’s major cities. These narratives challenge the relevance of Canadian education to Canadians of all backgrounds as well as the ideology of Canadian multiculturalism. They also shed light on the professional challenges of African Canadian women in a region of Canada where they are understudied and contribute to emerging research in Canadian Black studies.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.056 | 0.011 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".