Bibliographic record
Abstract
Abstract The rise in the number of young people disengaged from mainstream schooling is reaching critical proportions. This paper explores a child‐framed participatory inquiry known as The Walking A/r/tography Project, which sought to challenge, empower and engage youth at risk in one Special Assistance Secondary School in Southeast Queensland through a/r/tographic mappings of place and subsequent critical and creative experiences in the classroom studio. The young people were invited to the project as researchers, who collected, generated and analysed data, resulting in agentic activist positionings. Extensive literature supports the benefits of an Arts‐rich environment, which can enable impactful social justice learnings and a deep awareness of social and political activism, particularly when they are experienced through contemporary artworks and artmaking practices. Such experiences and knowings can tie learning in, through and with the Arts directly to educational activism, where student voice and agency are foregrounded for the purposes of empowerment and disruptive, transformational learning. The findings of this study assert that young people at risk can co‐create and reimagine their educational experiences to engage in schooling more positively as Artivists.
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 | 0.000 | 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".