Bibliographic record
Abstract
This article argues that how we think about education must extend far beyond matters of schooling and include those spaces, practices, discourses and maps of meaning and affect produced through a range of cultural and pedagogical technologies. We live at a time in which the educational influence of the larger culture has become the major force in producing subjectivities, desires and modes of identification necessary for the legitimation and functioning of a neoliberal society. If pedagogy has become central to creating particular modes of agency, public pedagogy represents a new cultural politics in which pedagogy has become central. One such mode of public pedagogy is film. As a form of public pedagogy, film combines entertainment and politics, and a claim to public memory, though in contested ways given the existence of distinctly varied social and cultural formations. In this article, I argue that films not only provide a pedagogical space that opens up the ‘possibility of interpretation as intervention’, they also make clear the need for forms of literacy that address the profoundly political and pedagogical ways in which knowledge, practice, discourse, images and values are constructed and enter our lives. Central to this article is the belief that the decline of public life demands that we use film as a way of raising questions that are increasingly lost to the forces of market relations, commercialization and privatization. As the opportunities for civic education and public engagement begin to disappear, film may provide one of the few mediums left that enables conversations that connect politics, personal experiences and public life to larger social issues. Not only does film travel more as a pedagogical form compared to other popular forms such as television and popular music, but film carries a kind of pedagogical weight that other mediums lack. As a quintessential element of a screen culture, film offers a way to rethink both the importance of cultural politics and public pedagogy as central to what it means to make the political more pedagogical and the pedagogical more political.
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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 | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.014 | 0.022 |
| Scholarly communication | 0.016 | 0.013 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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".