Decolonizing Engagement? Creating a Sense of Community through Collaborative Filmmaking
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The visual medium has the potential to be a creative avenue for enhancing awareness, critical thought and social justice. Through the prism of collaborative filmmaking, academic-activists can enrich textual analyses while creating what Jacques Rancière calls a “sense of community” among participants. This article reflects on the process of co-producing an Indigenous youth-driven documentary film, Indian Givers, which is publicly available on YouTube. It discusses the applied practice of engaging in a collaborative process with the aim of countering Western models of knowledge. The film and this article each draw into focus the experiences and stories of Indigenous youth who live in a highly polluted place commonly referred to as Canada’s “Chemical Valley.” Informed by Chantal Mouffe’s notion of agonism, I contend that collaborative filmmaking contributes to anti-oppressive and community engaged scholarship by facilitating intercultural dialogue, offering a reflexive and relational approach to research, co-creating knowledge and contributing to social action. This paper reflects on some of the challenges of collaborative filmmaking in order to contribute to academic-activist research. As an anti-oppressive research tool, collaborative filmmaking provides a forum for resistance to dominant colonial discourses while creating space for radical difference in pursuit of decolonization.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.052 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it