“Lock ‘Em Up . . .” but Where’s the Key? Transformative Drama with Incarcerated Youth
Bibliographic record
Abstract
A research study doing applied theatre with youth at an Alberta, Canada young offender facility, asks: How can participatory drama contribute to the education of incarcerated youth to avoid future negative outcomes of their “at-risk” behaviours? This paper focuses on the social implications and the advocacy aspects of the research. It asks how spaces can be created within institutions such as prisons and schools for transformative processes to occur. Rather than the current “moral panic” that blames youth for social ills, rather than punishment and retribution – enacted against the majority of young Aboriginal inmates, strategies are needed that focus on personal and social development. Citing an example from the drama work, the paper proposes the need for appropriate programming for youth and more compassionate attitudes regarding their needs. Participatory drama, along with emerging restorative justice practices based in Indigenous cultures, offer hope for community-based solutions to creating more caring and compassionate processes of schooling and justice and a more caring and compassionate society overall.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.010 | 0.013 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 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".