Vital Conjunctures in Compound Crises: Conceptualising Young People’s Education Trajectories in Protracted Displacement in Jordan and Lebanon
Bibliographic record
Abstract
This paper emerges out of a study with 293 young people (Syrians, Palestinians and nationals) living in contexts of compound crises and protracted displacement in Jordan and Lebanon. In the paper, we discuss how young people’s education trajectories can be conceptualised, operationalised and studied. We synthesise different approaches to understanding and analysing such trajectories into a framework that captures the intricate and multi-directional ways that young people navigate towards uncertain futures. The framework on multi-directional trajectories takes its starting point from an understanding of Victoria Browne’s ‘lived time’, captured through how different temporalities come together in one person’s story. After presenting our framework and the context in the first part of the paper, the second part applies the framework to analyse the ‘vital conjuncture’ of leaving education. By analysing leaving education as lived time, we create nuanced insights into how this vital conjuncture can be understood to shape young peoples’ trajectories. In conclusion, we discuss the value of understanding trajectories as lived time by illuminating how young people experience and navigate their education trajectories.
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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 | 0.001 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".