Guerilla Pedagogy: Revaluating Knowledge Mobilization in Research-Creation and Sustaining Art in Conflict Zones
Bibliographic record
Abstract
This article focusses on the exploration of avenues of dissemination within research-creation methodology – and whether the pedagogical boundaries that research-creation attempts at dismantling within research and practice (especially with respect to film and media) are sustained when the project reaches the dissemination stage. Much like guerilla warfare, where smaller bands of rebels and fighters attack and take on an enemy seemingly much bigger in power than themselves, I view guerilla pedagogy as a methodology of teaching, creating, and disseminating knowledge and art that challenges the confines of corporatized neoliberal universities and hypocritical geopolitical processes which restrict the flow of knowledge in spaces of conflict zones, and fundamentally subverts pre-conceived ideas of the roles of the pedagogue and the student. Through understanding the critical nature of research-creation in decolonizing the production of knowledge, this article explores the necessity of decolonizing prevailing methods of knowledge mobilization. To that end, we try to understand what decolonized knowledge mobilization could look like within research-creation and as research-creation itself. This evaluation happens through studying guerilla pedagogy both as a way of knowledge production in research as well as a method of knowledge mobilization within research-creation. This is done through the extensive academic work conducted on guerilla techniques in different aspects of academia, pedagogy, and activism, as well as through an experiential account of my fieldwork in Kashmir. Research-creation has the potential to facilitate the processes of guerilla pedagogy, creatively evolving it for different political and epistemological circumstances – catering it to the audience and students who require it the most in the way they need it the most. As Weems mentions, “our task is to engage the world’s subaltern in places where they speak, unheard.”
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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 | 0.016 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.003 |
| Science and technology studies | 0.015 | 0.043 |
| Scholarly communication | 0.013 | 0.011 |
| Open science | 0.002 | 0.029 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
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".