Editors’ Conclusion:Multidimensional Issues of Agency and Relational Space for Migrants for Inclusive Systems in Education and Beyond
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
Multiple dimensions of migrants’ agency were revealed across the volume. This included loss of agency, where young migrants were funnelled into educational levels that were below their capabilities, through decisions made by others, being unfamiliar with the new education system's credentialing processes. Constructivist agency as an opportunity to choose between alternatives highlighted the active role of the migrant young person in choosing to speak with parents in different languages in the home and a recurrent pattern of serendipity in system practices emerges offering choices for migrants and teachers, where for example some migrants may choose courses by accident. A major limitation of constructivist agency is that the criteria upon which a choice is made in selecting between alternatives is itself culturally conditioned. This critique resonant with critical theory's concern with false consciousness, internalised by those in weaker positions, to adopt the system-dominant logic, thereby raising concerns with forces of assimilation.<br/><br/>Building on a cross-cultural, critical spatial theory framework, a range of examples emerged across the volume of the need for concentric relational spaces of assumed connection to challenge diametric oppositional spaces of exclusion and closure. Different relational spaces are embedded in material, symbolic and social systems. Concentric spaces of assumed connection offer a wider circle of identification between self and others, for a global identity to underpin active citizenship in education. This contrasts with the diametric oppositional us/them spatial identity underpinning the violence of dehumanisation experienced by migrant children and their families in some country contexts. A diametric spatial splitting systemic focus on the difficulties many migrants experience in ‘navigating the system’ scrutinises how the system itself is fragmented.
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.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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