Practice-Based Pedagogies for Counter-Memorial Performance: Teaching to Address and Shift “Plantation Energy”
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article discusses History, Memory, Performance, Place: Activating Davidson’s Submerged Histories, a practice-based course I developed and taught in spring 2020 and spring 2021 at Davidson College, a small liberal arts college twenty miles north of Charlotte, NC, established in 1837 by white slave owners. Drawing together dance, performance studies, and Black studies methodologies, the class centred the body through both practice-based research and critical engagements with power, history, and legacies of white supremacy on campus. Coalescing these three fields amplifies multifaceted practice-based research approaches to antiracist reflective and body-based engagements with history, place, and self. In the class, I brought together embodied creative modalities with archival, historiographic, place-based, theoretical, and dialogic approaches to knowledge production. I facilitated student development of practice-based research projects invested in building new and ongoing relationships to Davidson College’s violent history and its pervasive continuities felt by members of the community in the present. This article considers how practice-based research can be integrated into critical performance pedagogies to contribute to campus historical reckoning projects. Outlining the course methods and integrating student reflections and projects, the article discusses how a process-oriented conception of performance, combined with a “counter-memorial” approach to pedagogy and practice, can underscore ongoing embodied work required to address what one student defined as “plantation energy” on campus.
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.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it