A Place to Call Home: Stories of a Young Refugee-Background Child Navigating Classroom, Marginal, and Neighbourhood Places
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 explores the experiences of Anh, a seven-year-old refugee-background child, focusing on his meaning-making and identities in place. Place-based literacies highlight how location supports children in revealing and reimagining their worlds. From a Multiliteracies perspective, I highlight places as texts—spatial, material, visual, and affective, imbued with ideologies and offering meaning through relational experiences.Using narrative inquiry, I share Anh’s stories—moving from small classroom places like his desk and the Reading Nook; to the playground and the Resource Room; to his home and neighborhood—showcasing how places reflected his ways of knowing and being. As he traverses each place, I discuss that he became increasingly more creative in his language and literacy practices, incorporated his communicative repertoires, and created belonging for himself.Anh’s journeying is interpreted as: (1) Navigating White ways of listening within classroom places; (2) Creating new worlds in marginal places; and (3) Being and becoming at home. Pedagogical implications focus on listening for brilliance as young refugee-background children navigate normative school places and creating multiliterate relational practices to support situated meaning-making.
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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 | 0.000 | 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 | 0.001 |
| 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