Race, power and social action in neighbourhood community organizing: a case study
Bibliographic record
Abstract
This thesis asks the following question: "how does race and ethnicity emerge in the daily practice of community organizers who work in low-income, multi-racial, multi-ethnic neighbourhoods?" Given that the concepts of race and ethnicity are understood to be social constructs, community organizing practice is analysed in this thesis in terms of its' constitutive role. By examining community organizing practice in one neighbourhood in Québec, Canada, I argue that issues of race and ethnicity are largely constructed in community organizing practice as distinct from relations of power. I demonstrate this construction of race and ethnicity using data gathered from 16 community organizers through interviews, textual analysis and observations. I analyse the data from three angles: first, actions regarding issues of race and ethnicity that are normalized (i.e. "possible"); second, actions regarding issues of race and ethnicity that are constrained (i.e. "not possible"); and, lastly, actions that are resistant to normalized and/or constrained practices, and that link race and ethnicity to power relations. In this way, I delineate Foucault's "field of action" (1982, p. 221) regarding race and ethnicity in neighbourhood community organizing and demonstrate how the structure of power in community organizing functions to render the connection between race and power largely invisible.
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 | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.019 |
| Insufficient payload (model declined to judge) | 0.001 | 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; both teacher heads agree on what is shown here.
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".