Hope despite hopelessness: Race, gender, and the pedagogies of drama/applied theatre as a relational ethic in neoliberal times
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
In this article, we demonstrate how theatre pedagogy was mobilized, and to what effects, in one Toronto drama classroom which was strongly divided along racial lines. Using the work of Diane Reay (2012) and Tara Yosso (2005) in particular, among other theorists and social commentators, as well as data from a multi-year, multi-sited global ethnographic research project of drama classrooms, we offer two micro-encounters from our data to illustrate how drama pedagogy both reproduced and interrupted the established classroom social relations of race and gender for seven different youth, provoking them to negotiate who they are, what they know, and the world in which they live. Through these micro-encounters, we demonstrate how youth can shift the landscape of traditional learning and explore avenues where different, relational, socially embedded, and more complex intersectional (Crenshaw 1989; Collins 2015) possibilities for “having” a voice may exist.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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