Bibliographic record
Abstract
Children and adolescents have unique and important contributions to make to urban discourses; However, their experiences are usually invisible, remaining on the borders of academic work and planning practice. While there is growing scholarly work on children’s mobility, much of this work is limited to quantitative examinations of independent mobility and Active School Travel of younger children that does not always account for: a.) non-active modes of travel beyond school trips, b.) intersecting axes of identity of the mobile subject, and c.) children’s grounded experiences. Aiming to address this gap, I draw from feminist, critical-race, and decolonial perspectives underpinned in post-structural sociological framings of childhoods and mobilities to examine embodied and embedded suburban (im)mobilities for immigrant adolescents. To do so, community-based work was completed with four non-profit organizations in the city of Mississauga, Canada. I engaged twenty-eight participants in GPS mapping, visual diaries (e.g. photos and short videos), semi-structured interviews, and collaborative video-editing to explore their grounded experiences of transport. Key findings from this study are presented in three chapters. The first explores mobility as a tactical process with mundane practices highlighted as means of extending activity spaces, accessing inaccessible places, and existing adult-governed norms. The second chapter presents specific grounded mobility narratives to explore interdependent entanglement of adolescent mobilities with socioeconomic, material, and institutional processes. Finally, a re-centering of a subset of forgotten visual data of fleeting rhythms are presented in the third chapter as modes of rereading the (sub)urban beyond adult-centered constructions. Overall, the work challenges reductive readings of childhoods, and limited understandings of their reproduced mobilities and spaces in a suburban context.
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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) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".