“We’ve worn out the use of that word”: Australian New Youth on Multiculturalism, And the Politics of Identity, Difference and Belonging
Bibliographic record
Abstract
Internationally a plethora of narratives within, beside and in opposition to multiculturalism has necessitated the rethinking of some key questions. Is multiculturalism apt for equitable representation? Can multiculturalism remain the hegemonic discourse and policy of diversity or is it destined to be supplanted? In this essay, we reconsider multiculturalism’s changing currency and pedagogical potential, contextualized in the global multicultural city of Sydney, Australia. Our qualitative research is grounded in the voices and knowledge of “new youth,” who self-identify as immigrant, multiracial, and/or queer – (post)multicultural signifiers that are non-Indigenous and yet significantly differing from the previously taken for granted Eurocentric white heterosexual representations of the Australian nation. Through our in-depth interviews with these new youth – who are also activist community workers – we learned how they affectively make sense of multiculturalism and community. They are emotionally divested from multiculturalism that tinkers with ethnoracial categories/differences yet leave the structures of whiteness both opaque and intact. On the other hand, they see some value in but are ambivalent about multiculturalism’s potential to make a difference to community work, struggles for justice, and their own identities and senses of belonging. Our findings, which have implications for diversity and social justice education, indicate the emergence of post-multicultural and/or alternative, complex articulations of diversity and belonging that unsettle fixed identity categories and conceptions of the nation and belonging and indeed multiculturalism itself.
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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 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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".