Instead of ‘writing against’ and discarding ‘immigrants’ integration, why not reconceptualize integration as a wicked concept?
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
Abstract Over the years, some scholars have not only written against the concept of immigrant integration but have called for its rejection and abandonment. Critics argue that the concept is normative, objectifies others, mirrors outmoded imaginary of society, orients towards methodological nationalism, and a narrow emphasis on immigrants in the forces defining integration progression. Nonetheless, the concept continues to receive academic and policy attention. Against the backdrop of this polarized view, this paper raises an important question relating to the benefit or otherwise of writing against the concept of integration in the field of integration studies. Specifically, the paper asks: Is it appropriate to write against and reject the concept of integration? The paper responds to this question from a provocative conceptual perspective. Here, the paper argues that when the concept is purged of its inherent criticisms and rather reconceptualize as a wicked concept, it still offers a unique analytical spectrum with which scholars can approach several substantive critical questions regarding immigrants’ integration.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| 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 it