Intimate Pedagogy: Visual Explorations of Race and the Erotic
Bibliographic record
Abstract
This project looks at what centering intimacy in learning can bring to racial justice and decolonial practices. The site of study is the shared colonial histories and knowledges between the Caribbean and Canada. It asks: can an intimate pedagogy help us transgress divisionary boundaries to produce transformative outcomes of accountability to ourselves, each other, and the planet? To explore this question, I draw on Caribbean and Black feminisms, queer theory, and decolonial feminist scholarship, including Indigenous feminism and ecofeminist critique. Audre Lordes (1984) theory of the erotic is a foundational pillar in defining an intimate pedagogical practice. Using visual methods, I look at the work of visual artists to study the intangible matters of intimacy that escape language in how we understand learning and knowledge. Through three case studies, that include interviews with three artistsMichle Pearson Clarke (Toronto), Annalee Davis (Barbados), and Nadia Huggins (St. Vincent)and autoethnographic narratives and photographs, I consider how theory, the visual and sensorial, and embodiments of knowledge impact how we learn together and create change. Through the work of Davis I explore how ghostly colonial matters held in the land can teach us about reparative learning in post/decolonial life. I then offer a queer Caribbean reading of the sea as a space of instability through the work of Huggins to find examples of transformative healing and learning. Finally, questioning my own body as a white researcher, I look at the potential learning offered through resistance and refusals of intimacy through the work of Clarke. I conclude with an interrogation of the human/non-human divide to argue for a relational framing to social justice. The principal contribution of this research is the introduction of the concept of intimate pedagogy. I define intimate pedagogy as the learning that happens with others in intimate moments, but also the learning that comes from the relationship we have with ourselves and the intimacy we create with knowledge. Intimate pedagogy prioritizes the understanding of relational life and opens sites for different transformative possibilities with others. It offers a tool to transcend disciplinary and interpersonal boundaries in studies of race and decoloniality.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.009 | 0.026 |
| Scholarly communication | 0.011 | 0.009 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 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 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".