Troubling pathways: Exploring the schooling experiences of young people in Winnipeg’s inner city through a Peace & Conflict Studies frame
Bibliographic record
Abstract
This multi-method qualitative study explores the educational and community experiences of middle years students attending one public school located in Winnipeg, Manitoba. The purpose of this work was to engage in a contrapuntal re-reading of the hegemonic map—as conceptualized in existing scholarship and policy—used to explain differentiated educational attainment rates between Indigenous and non-Indigenous populations in Canada. This map has provided the foundation for policy and practice meant to close statistical gaps in attainment—efforts which have largely failed to address the relative disparity between populations. This study presents an outline of this map and then reinscribes excluded perspectives to highlight aspects of the educational landscape which are commonly ignored or misconstrued. While methodologically committed to the non-prescriptive approaches common to grounded theory and narrative research, this study was influenced by the author’s own disciplinary background in Peace and Conflict Studies. It sought to press against the critical periphery of this field by engaging with the notion of “everyday peace” as well as postcolonial studies, educational studies, and childhood studies. It was designed as a methodological bricolage and draws together multiple research methods, including mind mapping; focus groups; semi-structured interviews; participant observation; and document analysis. These engagements offered insight into differently-situated vantage points from which the educational landscape is viewed. During these exchanges, participants told both stories about (definitional stories) and stories of (open, nuanced stories of lived experience). Examination of the former allowed for the identification of the sensemaking frames employed by participants while considering the latter provided counter-stories that challenge dominant understandings. Analysis of this data suggests that the existing map of the educational landscape tends to homogenize diverse experiences; constructs “mythical norms” of idealized studenthood, workerhood, and parenthood; and reverberates with neoliberal, colonial, and adultist discourses. Further, it excludes and/or contorts the perspectives and embodied experiences of young people, thereby rendering their capacity for agency as invisible, illegitimate, or pathological. Reinscribing these perspectives and experiences suggests a need to denaturalize and challenge not just the map, but also the educational landscape upon which it is based and the hegemonic storyscape which delegitimizes alternative conceptualizations.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".