From Universality to Particularities: Art Therapy and Third Spaces with New Immigrant Adolescents in Schools
Bibliographic record
Abstract
New immigrant adolescents entering the school system in Quebec face diverse challenges related to their integration in the host society and school. Studies suggest that immigrant adolescents conceive language as an impediment to achieve social and academic integration. The aim of this theoretically-based research is to develop a better understanding of the role that Art Therapy can play in the process of academic and social integration of immigrant adolescents by offering spaces of inclusion, based on alternative methods of communication between new immigrant adolescents and general class students. \nThe literature analysis corroborates the value and role of community art spaces or third spaces permanently based in schools, to generate alternative means of communication that fosters and prioritizes self-expression. Concurring with neo colonialism and decolonial thinking, creative processes can be fostered through community art studios called art hives, counteracting and contesting social dynamics and power struggles to facilitate social and cultural inclusion, in addition to academic integration. This process takes place in physical and symbolic spaces, where borders and differences are redefined.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.011 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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 source (direct Gemma or distilled Codex), 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".