Education and youth homelessness: Radically reimagining educational responses and youth-led action to prevent homelessness in Québec
Notice bibliographique
Résumé
Young people experiencing homelessness face unique barriers and are at higher risk of educational disengagement than their housed peers. Research and practice suggest schools, as institutions that most young people will engage with at some point, hold powerful potential to address youth homelessness. At the same time, schools have been and continue to be sites of harm for many young people, and reinforce normative social structures and expectations that are based in raced, classed, gendered, ableist assumptions of who students are. School policy and practices, in Québec and broadly, also regularly assume students are not homeless. Based within a collaborative research project with youth with lived experience of homelessness in Tio’tia:ke/Montréal from 2017-2021, this dissertation examines the prevention potential that education holds today. Beginning in the experiences of young people and educational policies in Québec, this dissertation focuses on the urgent ways schools must act to understand the realities of young people facing housing precarity while they attend to the historical and current realities that students face in educational institutions. Informed by institutional ethnography, youth participatory action research, and anarchist methodologies, this dissertation also explores how responses to youth homelessness, in and outside of institutions, can be led by young people with lived experience of homelessness—and build on the work they already do to learn and survive. This dissertation illustrates how points of failure that young people face within their educational trajectories—discrimination and stigma, bullying, a lack of interventions that are grounded in diverse realities, and having to demonstrate that they are “homeless enough”—are parts of broader structural factors that organize experiences of homelessness. It also reflects on how individual choice and agency, of youth and professionals serving youth, have great impact on how young people are supported before, during or after experiences of homelessness. Through highlighting tensions with how policy and practice are imagined within educational institutions and the experiences of young people, I argue for the need for radical change as necessary to tangibly acting to support youth homelessness prevention. With an emphasis on the educational and radical work homeless youth are doing amongst communities of peers, this research suggests how we can think of (and act on) radically different ways to build networks of solidarity for learning and youth-led change
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,017 | 0,011 |
| Communication savante | 0,006 | 0,002 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».