Excursions in Latinx-Canadian Music: A Critical Appreciation Inquiry to Envision Transcultural Identities Among Language Learners and Teachers
Bibliographic record
Abstract
Beyond curricular content, teaching in Canada calls educators to address Indigeneity while being culturally responsive to the diasporic community of learners in their classrooms. Increasingly globalized classrooms and commitments to teach Indigenous ways of knowing present a complex environment. For language teachers, beyond teaching a language, this environment challenges them to design learning that weaves in Indigenous knowledge while leveraging students’ intricate assemblage of relations to languages, lands, peoples, and materials that connect them to various places on the globe. This study explored two questions: (a) How might a Spanish language teacher consider Latinx Canadian music as a pedagogical agent in developing transcultural literacies of youth? (b) How can pedagogical experiences with Latinx Canadian music engage adolescent learners in the exploration and expression of their transcultural identities? It took place at Legados Latin American Institute for the Transmission of Language and Culture (herein Legados) in Montréal, Canada, whose vision is to sustain the language and culture of Spanish-speaking communities and to provide courses in Spanish as a foreign language. By marrying new materialism with a transcultural literacies approach, I analyzed how the material relations produced the teaching and learning assemblage and shaped students’ exploration and expression. Furthermore, I took an active role in supporting the cocreation of learning experiences that fostered the discovery of the heterogenous ways in which students are interconnected. Methodologically, I applied critical appreciative inquiry to contribute to the professional growth of a Spanish language teacher at a school in Montréal and to expand Legados’s curricular resources. Through internet research, the teacher participant and I selected songs based on themes and representations of Indigeneity, migration, and transcultural identities across North and South America and designed lessons to explore how a Spanish language classroom could be retrofitted to become a musical ecosystem, inclusive of the diverse voices of Latinx Canadian diasporic communities. I examine the findings in relation to the two research questions, noting the relationships and affects that emerged through the research assemblage. Finally, I highlight the capacities that were produced from the material relations and consider their significance for Spanish language education and transcultural literacies research.
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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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.027 | 0.059 |
| Scholarly communication | 0.016 | 0.006 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 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".