Gender-bending, Time-travelling, and Settler Colonialism: The Unsettling Public Pedagogies of Kent Monkman’s Shame and Prejudice
Bibliographic record
Abstract
Museums have traditionally been sites for the maintenance, construction and circulation of colonialist, patriarchal and heteronormative national narratives. What might happen when a gender-bending, time-travelling trickster gets free rein to tell what the story of Canada has meant for Indigenous people? In his national touring exhibition, Shame and Prejudice: A Story of Resilience , Cree artist Kent Monkman offers a critical counter narrative in response to Canada’s 150th birthday, narrated by his alter-ego Miss Chief Eagle Testickle. It is not surprising that the Truth and Reconciliation Commission identified museums as key sites for educating the Canadian public about residential schools and their legacies. Museums are educative spaces with significant implications for informal learning. Rooted in Paulette Regan’s argument for “unsettling the settler within,” and engaging with Indigenous feminisms and pedagogies, my autoethnographic research as a settler ally inquires into the unsettling pedagogies of Monkman’s exhibition. These pedagogies activate art, objects, texts, design and curation in ways that suggest important possibilities for unsettling colonial mindsets including Eurocentric assumptions around gender and sexuality. They cause discomfort and stir emotions; they work narratively, representationally, and relationally; and they offer ways of learning that holistically bring together heads, hearts and spirits.
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 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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".