High Heels, Empty Bottles and Other Interesting Pedagogical Artefacts Mediating Social Movement Learning
Bibliographic record
Abstract
How does individual transformation unfold within social movement learning, a territory that mainly embodies learning as a collective practice? How do the visual and performing arts, as research tools, mediate such individual transformation while simultaneously promoting community engagement and critical dialogue amongst members of social movements and the general public? Interweaving social movement and transformative learning theories along with queer performance theory, this arts–based and participatory study answers these questions by describing and articulating two art interventions and the subsequent discourse and politics that emerged from these two scenarios. The first scenario unfolded during a series of painting workshops facilitated with members of the National Recycling Social Movement (MNCR) in 2017 in São Paulo, Brazil. The second scenario unfolded as a series of drag performances in Edmonton, Canada. By exploring the potentialities of visual and performing arts to understand social movement learning through the arts, people were asked to engage internal and external dialectical relationships that mediate their construction of visual and performative thought. Such creative thinking awakened a higher level of human consciousness, enabling individuals to construct new knowledge. This new knowledge empowered participants and enabled an agency which they later used to promote community development and social change.
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 | 0.005 | 0.041 |
| 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 | 0.000 |
| 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".