Participatory and critical out-of-school learning for urban youth: building community through popular culture
Bibliographic record
Abstract
This dissertation examines informal learning with hip hop culture in a participatory filmmaking project with thirteen youth, two producers, and two coordinators making a documentary about the role of hip hop in the lives of young Montreal hip hop artists. This research is situated between the literature of out-of-school learning and hip hop based education and is theoretically informed by critical pedagogy and cultural studies. It explores the fluidity of hip hop identities of young adult hip hop artists. Of informal educators, it asks how youth participation and empowerment are constructed in youth media projects. My methodology is informed by critical qualitative inquiry and in this research I develop a framework of critical insider research. I worked as a participant-observer over four months in pre-production sessions, following the four months I conducted semi-structured interviews with eight participants. I analysed the data for common stories of hip hop identities as told by participants and as well patterns of participation as constructed by the educators and participants. My analysis has implications for informal education and hip hop based education. For informal education it suggests that participation and empowerment are fluid, non-linear and can move in contradictory ways depending how participation is negotiated by participants. For hip hop based education it suggests that youth bring together education, learning, and hip hop culture in meaningful ways through communities of hip hop artists.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 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".