The role of cultural organisations in matters of equity, diversity, and inclusion
Bibliographic record
Abstract
Equity, diversity, and inclusion (EDI) issues are relevant to all areas of society, including the cultural sector, which is characterised by systemic discrimination. Our research question is: how do artists and cultural workers perceive the role of cultural organisations in addressing EDI issues in the Canadian cultural sector? We conducted 65 semi-structured interviews with Canadian artists and cultural organisation workers to investigate this question. Our results show the difference in perception between artists and cultural organisation workers, particularly regarding grant programmes that promote equity, the role of education, and of cultural organisations. All agree on the importance of promoting EDI in the cultural sector. However, artists and cultural organisation workers sometimes have different ideas about how EDI can be promoted. Results point to better EDI training for workers in cultural organisations, more long-term funding for EDI projects, better communication of EDI initiatives, and better sharing of best practices among organisations.
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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 | 0.000 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.004 |
| 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".