Art as Gender Pedagogy: A Transdisciplinary Investigation of Art in the Service of Gender Liberation
Bibliographic record
Abstract
Part qualitative research study, part autoethnography, part research-creation and A/R/Tography, this transdisciplinary dissertation questions traditional methods for learning about gender and concludes that combining creative practice and radical pedagogy can foster modes of critical thinking, self-reflection, and self-authorship that move beyond the dominant gender binary. Each chapter is unique in approach and subject, and together they seek to generate insight into the way art facilitates knowledge of gender identity, to better understand how creative practice and experiencing art can foster gender literacy and liberation. Through the work and the practice of interdisciplinary artist, poet, and activist Kama La Mackerel, Chapter 1 argues that exploring gender through creative practice, whether as producer or viewer, can challenge dominant colonial scripts and facilitate affirmative and nuanced awareness of non-normative gender identification. Chapter 2 presents the transcripts of four interviews with Joshua Vettivelu, Kama La Mackerel, Theo Cuthand, and Emma Lind, who reflect on their intimate knowledges of creative practice, pedagogy, and gender non-normativity. Chapter 3 argues that dominant practices of Equity, Diversity and Inclusion largely fail to achieve their goals and offers a better, more effective approach that combines art with critical pedagogy. Chapter 4 is a case study that reveals how a months-long, arts-based, critical pedagogical process that I co-created with other Ottawa artist-activists, The Decommissioned Project, resulted in lasting social transformation and communal space-crafting.
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) | 0.005 | 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".