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Notice bibliographique
Résumé
Committed documentary practices created with and for people affected by social problems have a long tradition. Today, digital media cultures seem to offer new opportunities for participation, as well as new documentary forms of expression that can give marginalized positions cultural visibility on a global level, while simultaneously promoting exchange between those concerned. This contribution argues that in engaged interactive documentary projects on the web (i-docs), community experiences and counterpublics that respond to social and cultural exclusion mechanisms are closely linked. To collectively demand one’s participation in the public sphere and dominant culture through ‘doing documentary’ can foster the feeling of being part of a (virtual) community. Emerging ‘we-groups’ with democratic goals articulate marginalized positions in the form of counterpublics and seek to address an outside audience with their counterpublic discourses. However, the shared aesthetic practices and communicative narrative processes that underlie the sense of community are not always conducive to socio-cultural participation. This paper examines the relation between demanding one’s socio-cultural participation and community experiences in committed participatory i-docs. The hypothesis is that group-specific goals are difficult to reconcile with promoting the cultural participation of those affected by social problems. The theoretical framework first discusses the prerequisites for socio-cultural participation, including media-philosophical approaches and theories of democracy. In addition, the contribution clarifies what distinguishes a (virtual) community from community experiences. Then, three committed i-docs that promote a sense of community and try to challenge dominant cultural and societal structures serve as examples in this investigation: Dadaab Stories (2013), Question Bridge: Black Males (2012), The G Word: Transforming Gender Norms, One Story at a Time (2015). The study uses media-aesthetic and content analyses of the i-docs as well as praxeological analyses of their processes conducted based on paratexts and interviews. This approach examines community experiences and identifies the potential for counter-narratives that deconstruct stereotypes and disseminate positions that are culturally almost invisible. The three i-docs show that the self-representation of marginalized participants and sharing their experiences can be useful for a sense of community, but are not always sufficient for challenging dominant images and identity attributions. The contribution argues that the reproduction of stereotypical (self-)images, for example, prevents the promotion of cultural participation.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle