Reflections on Teaching Critical Migration Law in a Settler-colonial Context (Dispatch)
Bibliographic record
Abstract
Situating Self: "I'll show you mine, if you show me yours"This dispatch looks back at some of my attempts to teach migration and refugee law in a critical way that accounts for settler-colonialism in courses where this topic is not traditionally included in the subject matter.In terms of briefly situating the reflections below, I am a Canadian citizen born in Ottawa to parents who immigrated to Canada from India and the Philippines.I only learned much, much later that I was also born on unceded Algonquin land.I am neither Indigenous nor do I live with precarious immigration status.I have been privileged with opportunities to read, talk, and learn about Indigenous laws and legal traditions on and off the land.However, I am only beginning to understand these laws in conjunction with my greater familiarity with the Canadian state's Aboriginal, immigration, refugee, labour, employment, and property laws.I live in Toronto and have been learning that Tkaronto and the surrounding territories are also the traditional, treaty and current homes of the Wendat people, the Seneca Nation, the Anishinaabe people, and the Metis Nation.In particular, I know that the Six Nations Confederacy, the Mississaugas of Credit and the Williams Treaty First Nations continue to hold and assert their laws, rights, title, and treaty relations here to this day.These laws include inter-Indigenous treaties like the One Dish Treaty between the Haudenosaunee and Anishnaabe to share and care for these lands and waters, as well as settler-Indigenous treaties like the Two Row Wampum and the Wampum at Niagara (Voices From the Gathering Place, 2017; Koleszar-Green, 2018).Through my family history, my personal work and learning experiences, and my research and advocacy interests, I have been focused for some time on critical approaches to migration law and their relationship to colonialism and postcolonial theory (e.g., citizenship, immigration, refugee, migrant
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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 | 0.015 | 0.026 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.045 | 0.042 |
| Scholarly communication | 0.018 | 0.014 |
| Open science | 0.004 | 0.014 |
| Research integrity | 0.022 | 0.048 |
| Insufficient payload (model declined to judge) | 0.018 | 0.002 |
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".