Later‐Life Learning Among Latin Americans in Canada: Toward a Critical Pedagogy of Place
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article examines interconnections between place‐based education and the Latin American Canadian migratory life course. It presents findings of a grounded theory study that utilized in‐depth interviews of 15 Latin American Canadian immigrant older adults (55 years and older) who participate in a mobile adult day support programme in northwest Toronto. The study explored the experiences of service‐users of place‐based education aimed at developing or strengthening their livelihood strategies. Findings revealed that many ageing immigrants view place‐based education as a vital resource that supports their ability to access culturally specific and mainstream services, expands their social networks, and can boost their life chances at successive life course stages. However, findings also indicated that immigrants also view place‐based education as inadequate and ill‐timed and would have preferred greater access to education when they first settled in Canada. The article contributes to emergent scholarship on ageing, transnational migration, and localized education for settlement and integration. Conceptually, it advances a life course justice approach to racialized immigrants’ later‐life learning by underscoring the utility of integrating a critical pedagogy of place into community education.
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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 | 0.000 |
| Science and technology studies | 0.003 | 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) | 0.001 | 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 it