“It’s Me Trying My Best to Bring Awareness to the Issues”: Narrative Assemblage and Visual Text-Making as Sociopolitical Inquiry in Canadian History
Bibliographic record
Abstract
In this collaborative inquiry, we – Felix, a Grade 11 student; Tim,a high school social studies teacher; and Michelle,a literacy education professor – explore civic engagement and the politics of literacy in the classroom as developing practices for engaging in sociopolitical issues. We consider the “means and mechanisms” by which students in a Grade 11 Canadian History class were invited to “scrutinize the values and priorities” of Indigenous peoples and European explorers in Nouvelle-France, and to come to a deeper understanding of exploration and settlement in relationship to exploitation and colonization. We share how it happened that negotiating a written assignment to produce a piece of visual art allowed Felixto create a personal and political expression of the important concepts of the unit, demonstrating that a wider range of civic engagement and literacy practices have an important place in the classroom. In the process, we highlight tensions in multiliteracies pedagogies and wonder at the assemblage created by Felix’sliteracy artifact. Together, we are inspired to consider the kinds of critical and creative expressions that an art piece and its entangled practices, connecting texts, inspirations, and ideas produce, and the engaged sociocultural, political and historical inquiry that can emerge when the curriculum is learned in relation to becoming an artist,student and activist.
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".