Stories Indigenous inner-city youth tell about school
Bibliographic record
Abstract
This research explores the stories that young adults who are part of the Indigenous community in Winnipeg’s inner city tell about their lives during the years they were in school. Much has been written about the alarming and long-standing discrepancy between Indigenous and non-Indigenous graduation rates. Likewise, the negative effect of living with poverty on educational success is clear. This research speaks to the existing data by presenting detailed stories of what it means to be an inner-city Indigenous student. The question that guided this research was: What do the stories told by Indigenous inner-city youth about school reveal about their experience there? In pursuing this question special attention was paid to the potential differences between how participants saw themselves in comparison to how they felt their schools saw them. This research was guided by a storytelling methodology which was derived from scholarship in Peace and Conflict Studies, Indigenous Studies, Educational Sociology, and Critical Pedagogy. Data was gathered through a series of in-depth group storytelling circles and individual interviews with each of the eight participants in the research. Findings reveal that while in school, participants navigated three terrains of experience. One was with the system of state institutions that dominate life in the inner city, creating a sense of surveillance and threat. Another terrain was life at home, with families and friends, and in neighbourhood organizations troubled by endemic material and psychological challenges but also characterized by culture, connection, and pride of place. In between these terrains, participants experienced school as a space in between — connected by policy and practice to the system and by vital but rare caring individuals and cultural practices to their family, cultural, and neighbourhood life.
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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 | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.010 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| 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".