Seeing and envisioning: camera-based practice, democratic praxis, and socially engaged arts in Toronto
Bibliographic record
Abstract
This project explores the varied ways cameras have become integrated into contemporary socially engaged arts practices. The emergent, participatory, and inclusive characteristics of these diverse practices are increasingly common in contemporary art and culture, with cooperative processes, community activism, formal experimentation, and public involvement being regarded, now more than ever, as legitimate strategies for developing artistic form and content. This project considers the innovative uses of cameras in these practices, arguing that such uses are not simply convenient or instrumental, but are often critical mediations between visual realism and cultural expressivity. The dissertation begins to address a gap in research on material practices in the cultural production of art by elaborating a theory of socially engaged camera arts. Drawn from ethnographic research in the Toronto community arts/socially engaged arts ecology, this theory begins to describe how camera practices seem to be moving beyond traditional image production practices in order to support and even help envision broader repertoires of practice in processes of social and cultural action. The dissertation develops three interrelated theoretical frames - expansion, organization and pedagogy - to insist on the key place of socially engaged camera arts, and camera arts in general, in the iterative, activist-led revitalization of community cultural infrastructures.
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 | 0.022 | 0.049 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| 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".