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 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 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.026 | 0.020 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".