Challenging charitable oppression: Social working in supportive housing
Bibliographic record
Abstract
Abstract This article provides an autoethnographic analysis of my experiences of administrating and supporting transitional housing programs in Canada. Using anti-colonial, critical race feminist, critical disability studies, and mad studies framings, the article aims to highlight the sharp contrast between social work values and social care practice in housing work. I direct my gaze as a researcher toward myself as a social worker, exploring my experience social working in practice. A creative non-fiction approach to storytelling is used based directly on my experiences social working in supportive housing. These creative non-fiction pieces were analysed to draw out relevant themes. Themes include the discourse of dangerousness, challenging charitable oppression, and reproducing colonial carceral structures. The narratives are followed by analyses which demonstrate harms perpetuated in the neoliberalist social care landscape in Canada. My analysis is based on anti-colonial, critical race feminist, critical disability studies, and mad studies framings. Challenges discussed include interdisciplinary social care practice with those experiencing significant barriers to housing and the ethical implications of working under a charitable organization, along with suggestions for countering dominant ableist, sanist, and Eurocentric practice.
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.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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".