Where Learning Happens: Conversations with Queer, Métis Youth Who Engage in Hip-Hop Cultures
| dc.contributor.advisor | Wilson, Alex | |
| dc.contributor.committeeMember | Innes, Rob | |
| dc.contributor.committeeMember | Gillies, Carmen | |
| dc.contributor.committeeMember | McKenzie, Marcia | |
| dc.contributor.committeeMember | Recollet, Karyn | |
| dc.creator | Fowler, Lucy | |
| dc.date.accessioned | 2022-05-05T21:17:29Z | |
| dc.date.available | 2022-05-05T21:17:29Z | |
| dc.date.created | 2022-04 | |
| dc.date.issued | 2022-04-14 | |
| dc.date.submitted | April 2022 | |
| dc.date.updated | 2022-05-05T21:17:29Z | |
| dc.description.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. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/13941 | |
| dc.language.iso | en | |
| dc.subject | Métis youth | |
| dc.subject | hip-hop pedagogies | |
| dc.subject | queer pedagogies | |
| dc.subject | Listening Guide | |
| dc.title | Where Learning Happens: Conversations with Queer, Métis Youth Who Engage in Hip-Hop Cultures | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Foundations | |
| thesis.degree.discipline | Educational Foundations | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |