Education and youth homelessness: Radically reimagining educational responses and youth-led action to prevent homelessness in Québec
Bibliographic record
Abstract
Young people experiencing homelessness face unique barriers and are at higher risk of educational disengagement than their housed peers. Research and practice suggest schools, as institutions that most young people will engage with at some point, hold powerful potential to address youth homelessness. At the same time, schools have been and continue to be sites of harm for many young people, and reinforce normative social structures and expectations that are based in raced, classed, gendered, ableist assumptions of who students are. School policy and practices, in Québec and broadly, also regularly assume students are not homeless. Based within a collaborative research project with youth with lived experience of homelessness in Tio’tia:ke/Montréal from 2017-2021, this dissertation examines the prevention potential that education holds today. Beginning in the experiences of young people and educational policies in Québec, this dissertation focuses on the urgent ways schools must act to understand the realities of young people facing housing precarity while they attend to the historical and current realities that students face in educational institutions. Informed by institutional ethnography, youth participatory action research, and anarchist methodologies, this dissertation also explores how responses to youth homelessness, in and outside of institutions, can be led by young people with lived experience of homelessness—and build on the work they already do to learn and survive. This dissertation illustrates how points of failure that young people face within their educational trajectories—discrimination and stigma, bullying, a lack of interventions that are grounded in diverse realities, and having to demonstrate that they are “homeless enough”—are parts of broader structural factors that organize experiences of homelessness. It also reflects on how individual choice and agency, of youth and professionals serving youth, have great impact on how young people are supported before, during or after experiences of homelessness. Through highlighting tensions with how policy and practice are imagined within educational institutions and the experiences of young people, I argue for the need for radical change as necessary to tangibly acting to support youth homelessness prevention. With an emphasis on the educational and radical work homeless youth are doing amongst communities of peers, this research suggests how we can think of (and act on) radically different ways to build networks of solidarity for learning and youth-led change
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.017 | 0.011 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.004 |
| 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".