Hip-hop on the East Side: A Multi-sited Ethnography of Breakdancing and Rap Music from St. John’s and Grand Falls, Newfoundland
Bibliographic record
Abstract
THIS PAPER CHALLENGES the narrow concept of “Newfoundland music” by exploring the networks and references of hip-hop, a genre not frequently associated with the province’s culture. “Newfoundland music and dance,” as it is usually defined, conjures up images of fiddles, accordions, old-time square sets, step-dancing, and Newfoundland-Irish bar bands. These activities are a vibrant part of the island’s contemporary cultural tapestry, but they largely refer to times past. The strong presence of the past in this imagery assumes that Newfoundland culture is “traditional,” and the meaning of “Newfoundland” as an adjective conflates the local with the historical, highlighting connections with Ireland and England. In addition, traditional Newfoundland culture (including music and dance) is often discussed in the context of the island’s relative isolation. There is a tendency to compare the pre-Confederation period with a “contemporary” Newfoundland dating from 1949, and the arrival of mass media and better communications. 1 Confederation is thus earmarked as the beginning of the end of traditional ways of life. Witnessing the changes to the expressive culture that took place after Confederation, together with other social changes, many folk revivalists of the 1970s adopted what Martin Stokes has described as the postmodernist fear that local histories were vanishing (21).
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".