Reconfiguring a history of art and design curriculum in a South African university of technology
Bibliographic record
Abstract
vi the "Hottentot Venus" in the classroom.In so doing, a literal and figurative re-membering of the past is activated within the context of the present that has bearing on the future.In keeping with decolonial imperatives, the study concludes with the following overall findings: Critical arts-based pedagogies play an important role in critiquing issues of inclusion, exclusion and assimilation within contemporary academic contexts.ese pedagogies also activate embodied modalities, materials and non-discursive modes of expression that simultaneously question what counts as knowledge and explore how knowledge is produced.Being processual and relational practices, critical arts-based pedagogies enable a disruption of student/educator and researcher/practitioner boundaries.Together with ghosts, we are able to reimagine different futures through our non-innocent entanglements with the haunted and haunting discipline of art history.In summary, the thesis argues that in foregrounding students' "non-dominant" subjectivities, their artworkings disrupt hegemonic discourses.Situating themselves as producers of knowledge, students begin to challenge the dominance of science-based approaches to educational research practice. Keywords: Art history,
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.016 | 0.009 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.017 | 0.001 |
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".