Anti-racist reorientations to land through gardening with newcomer youth of color
Bibliographic record
Abstract
Our paper seeks to dis/orient normative scholarship on climate migration and climate refugees that reify misleading claims about the relationship between mass migration and climate change, which have been shown to further marginalization of people from the Global South. We orient our attention to a topic that has received considerably less attention in the literature on critical environmental studies: how newcomer (refugee) youth of color (re)establish relationships with more-than-human life, land, air, and water in their newly adopted home in the Global North. Drawing from a three-year-long, community gardening project co-created with the youth, we offer a qualitative analysis of the youths’ participatory, embodied, and discursive work over the first 2 years of creating and caring for the community garden. From a pragmatic perspective, our work arises from the concern that families and youth of color in North America are intersectionally disadvantaged in terms of accessing city resources and public spaces during their resettlement, as noted by critical sociologists of race, migration and gender. Our study reveals how the youths’ participation was centered in the garden through adopting an anti-racist praxis, while also offering an expansive vision of how race and climate are implicated in migration.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| 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 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".