“We Do Not Choose This Life”: Advocating for and Empowering Those Living with Poverty Through Applied Theatre
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
A collaboration between a theatre company, a university and eight community organizations culminated in an applied theatre project entitled “Living Below the Line.” Residents living with poverty were invited to become co-creators of a new play, which was performed in five local venues. The project’s objectives were 1) the provision of a respectful, supportive, empowering and creative process for the co-creators, and 2) increased understanding of the effects of poverty for audience members and the larger community. This paper reports the findings of the evaluation, which indicate that the objectives were met in several ways: 1) the co-creators felt uplifted by the support of their colleagues and the positive response from the community; 2) they felt their stories of lived experience were respected, and they appreciated the opportunity to learn new skills; 3) the audiences reported increased awareness and understanding of the issues leading to poverty while being simultaneously deeply moved and entertained. Analysis of the findings indicate that skillful management of the ethical issues and sensitive accommodation of the co-creators’ physical, mental and emotional challenges were key to the success of the project.
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 | 0.001 | 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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