Dismantling the organism: Race and power in a first nations music video
Bibliographic record
Abstract
This paper was presented in a symposium session chaired by Kathy Mills entitled: Literacy as a Body without Organs: Democratic Assemblages, Multiplicities, and Intensities of Multimodal Practices. The session draws on Deleuze and Guattari’s (1987) metaphor of the “body without organs” to open democratic dialogue about the assemblages, democratic multiplicities, and intensities of multimodal literacy practices that are often augmented and metamorphosed by digital technologies. Enacting this vision, we position our work to “experiment with the opportunities it offers, find an advantageous place on it, [and] find potential movements of deterritorialization” (Deleuze and Guattari 1987, p. 161). The session brings together literacy theorists in the digital times to produce both flows and conjunctions of ideas. We address one challenge: to “try out continuums of intensities segment by segment…” (Deleuze and Guattari 1987, p. 161). Overall Session Summary Objectives: We aim to catalyze “conjugated flows” of literacy practices among the five presentations, demonstrating instances of multimodal and digitally mediated communication from around the world. Together, we ultimately escape from the box to bring forth intensities of literacy practices to imagine a new kind of “body without organs” (Deleuze and Guattari 1987, p. 161). Forming a creative response to AERA’s 2016 theme: “Public Scholarship to Educate Diverse Democracies” we demonstrate how literacy practices can be conceived as democratic assemblages that account for diverse multiplicities of identity, culture and practice. The aim is not to become caught up in endless self-reproduction, but to bring together new “assemblages”, “segmentarities”, and “lines of flight” to create new “intensities” of literacy practices that are mediated by digital technologies and that are realized locally and globally (Deleuze and Guattari 1987, p. 161). Overview: Uniting perspectives of literacy, diversity, and democratic practices in education, the symposium session will begin by introducing the Deleuze-Guattarian (1987) concept of the Body without Organs (BwO), offering an invitation to literacy studies to address three related issues of affect, materiality and the body, and temporality, especially in relation to immanence and emergence. The second speaker will extend the Body Without Organs concept by "dismantling the organism" of schooled literacy through a multimodal video analysis of race portrayed by Indigenous students in Australia. The third presentation explores assemblages of literacy as a Body without Organs through a longitudinal case study that reveals the development of a boy's self at two points in time - age 6 and 12 - and captures the fluidity and multiplicity that accompanies becoming through the boy's assemblage of online and transnational literacy practices, self-portraits, and talk about texts. The fourth presentation uses Deleuze and Guattari's concept to "deterritorialise" pedagogy with ELL's by showing how aesthetics and critical literacy can be productively brought together. The final speaker will provide a cautionary conclusion to guard against blind faith in digital media as a new kind of Body without Organs. Scholarly Significance: The papers in this symposium have vital scholarly significance because it is through diverse theory generation, metamorphosing, and augmentation of the existing strata of multimodal literacy theory for diverse social and cultural groups that we can succeed in freeing new lines of theoretical and pedagogical flight in a digital age. Structure of the Session: Each of the five papers challenges current thinking about literacy practices by focusing powerful lenses on multimodal and often digital literacy practices, layering contrasting and complementary viewpoints to democratize the way we see and practice literacy education. The session presenters include Kevin Leander, Kathy A. Mills, Catherine Compton-Lilly, Jennifer Alford and Peter Smagorinsky. It concluded with discussant, Professor Arnetha Ball (AERA President, 2011-2012), who powerfully synthesised and highlighted the salient principles of the presentations to inspire an equitable and democratic vision for the future of literacy and diversity. Reference: Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. (B. Massumi, Trans.). Minneapolis and London: University of Minnesota Press.
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.
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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.014 |
| Scholarly communication | 0.010 | 0.008 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.016 | 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".