No Place Like Home: Sexuality, Community, and Identity among Street-Involved "Queer and Questioning" Youth.
Bibliographic record
Abstract
Abstract. This paper reports on a short-term ethnographic participatory action research project that engaged urban Canadian, street-involved “queer and questioning᾿ youth in a multi-media enabled inquiry into peer housing and support needs. The “Pridehouse Project᾿ (http://www.sfu.ca/pridehouse) was initiated by, and accountable to, a community-based housing support group. These responsibilities raised central critical questions about education, epistemology, and ethics in identity-based, socially activist, research. The dual role of ethnography as both research and pedagogy is here illustrated, and the educational value of productive activity-based learning in non-formal settings, particularly for youth inhabiting the margins of mainstream social life, is argued for. Il n’y a rien comme chez soi : sexualité, communauté, et identité chez les jeunes « gais et en quête d'identité » dans la rue Résumé. Cet essai décrit un projet de recherche action ethnographique participative à court terme qui a impliqué des jeunes « gais et en quête d’identité » canadiens urbains lors d’une enquête multimédia au sujet des logements d’entraide et des besoins de soutien. Le Pridehouse Project (http://www.sfu.ca/pridehouse) a été mis sur pied par un groupe d’entraide au logement fondé sur la communauté et ce projet est responsable devant ce groupe. Les responsabilités du projet ont soulevé des questions critiques et essentielles à propos de l’enseignement, de l’épistémologie et de l’éthique au sein de la recherche active sociale fondée sur l’identité. Le double rôle de l’ethnographie en tant que recherche et pédagogie est illustré ici, tout comme est discutée la valeur éducative de l’apprentissage productif articulé sur des activités dans un cadre informel, particulièrement pour les jeunes en marge de la vie sociale conventionnelle.
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".