Children’s rights to the city: growth and decline in Aotearoa-New Zealand
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 paper investigates the evolving experiences of urban childhood framed within the context of children's rights to the city, and in relation to significant societal changes such as technological advancements, educational pressures, enhanced mobility and urban development. Through our three-generational family study we examine if cities are becoming more or less conducive to children's access and agency in relation to their right to the city. Comparing children's contemporary well-being with that of the past two generations highlights the shifts in city access, community connections, and children's neighbourhood relationships. Our findings reveal a complex interplay between enhancements in children's rights such as educational opportunities and the challenges posed by contemporary urban living, such as reduced independence and increased safety concerns. Conducted in Wellington, New Zealand, the study identifies that the rhetoric of children as active participants in city life contrasts markedly with the reality of their increasingly constrained neighbourhood and the wider city access, underscoring the need for a nuanced understanding of children's well-being in urban settings. We call for a re-evaluation of how cities can better accommodate the needs and rights of children, advocating for a more inclusive approach that helps reinstate and advance city children’s autonomous rights and wellbeing.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| 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 it