Where Learning Happens: Conversations with Queer, Métis Youth Who Engage in Hip-Hop Cultures
Bibliographic record
Abstract
Despite the vast academic and community scholarship on hip-hop cultures, there has been little research into the experiences of Métis youth in hip-hop, and what previous research exists has centered on the experiences of cisgender, heterosexual Métis men. This dissertation asks about the experiences of queer Métis youth participation in hip-hop cultures, and what would a pedagogy shaped by these experiences look like. The dissertation was written manuscript style, with three stand-alone articles brought together with an introduction and conclusion chapter. This research was centered within several academic landscapes in Chapter 1, including Métis identity, queer theory, and hip-hop cultures and pedagogies. I interviewed eight Métis participants, most of whom were queer, using an open-ended, conversational approach. Using Indigenous research methodologies and the voice-centered relational approach to data analysis, I entered into relationship with the stories shared by participants through a series of readings or “listenings,” discussed in depth in Chapter 2. Through these listenings, I was able to begin to hear not only the stories told both consciously and subconsciously, but also my own internal dialogue as a researcher engaging with their words. The analysis revealed two key categories of findings: the way that these Métis youth saw themselves both individually and in relation to community which I discussed in Chapter 3, and the way that these youth conceptualized learning spaces which I discussed in Chapter 4, including what facilitated or disrupted learning and how hip-hop overlapped with learning spaces. With these understandings in mind, I created guideposts I will use in developing a future Métis-focused hip-hop pedagogy. Chapter 5 offers a synopsis of this research, as well as a discussion of the contributions of this work, research challenges, and recommendations for future research. This research offers insights into the ways that queer Métis youth conceptualize their identities, how hip-hop cultures can impact educational spaces, and how the voice-centered relational method can be used in Métis research.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".