TWO-SPIRIT STORIES: LEARNING TO NAVIGATE MULTIPLE FORMS OF OPPRESSIONS AND ESTABLISHING A PRACTICE OF WAHKOWTOWIN
Bibliographic record
Abstract
In 2011, Equality for Gays and Lesbians Everywhere (EGALE) published the following study, Every Class in Every school . The study, first of its kind in Canada focused on gathering high school students’ perspectives around homophobia, biphobia, and transphobia. One of the recommendations from this study was that future research needed to be done around the experiences of Two-spirit youth (Every Class in Every school, 2011). This recommendation brings attention to the unique experiences that Two-spirit youth and/or Queer Indigenous people may have, particularly around their interconnected identities (Wilson, 1996). It has been expressed that if the only forms oppression that go noticed are singular we soon only begin to represent those who are fortunate enough to possess a simple and uncomplicated oppression (Kumashiro, 2002). This thesis focused on four Indigenous undergraduate and one Indigenous graduate students’ narratives around how they navigate their multiple forms of oppression while attending universities in Saskatchewan. \n The Cree concept of Wahkohtowin shaped the mixed qualitative nature of this study. A combination of an Indigenous research methodology with an anti-oppressive lens, and a voice-centered relational method of data gathering and analysis were used. The perceptions that participants shared in this research were heavily influenced by their varied relationships with their families, partners, teachers, Elders, and communities. A key finding that emerged was the notion of teaching others through their lived experiences and this was perceived to be an advantage of navigating homophobia, transphobia, sexism, and racism. Implications for enhancing education and policy are provided. Include themes that educators can explore when teaching Two-spirit issues. Highlight the ways policies can change to reflect a safe and nurturing environment for Two-spirit students in levels of education that are not exclusive to post-secondary.
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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 | 0.008 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.026 |
| Scholarly communication | 0.008 | 0.011 |
| Open science | 0.002 | 0.015 |
| Research integrity | 0.002 | 0.005 |
| 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".