Alphabet rap: hip hop and the recoolification of creative pedagogies as research
Bibliographic record
Abstract
Drawing on contemporary arts education research (Dimitriadis 2009 and Ellsworth 2005) and Halberstam's critical theory of failure (2011), this paper uses a recent hip hop project with Sudanese young people from refugee backgrounds in Melbourne, Australia to question the constitutive power of creative pedagogies, hip hop and the Americanisation of the aspirations of former refugees in resettlement. While I argue that role models, particularly people of colour, are crucial to social, creative and pedagogical engagement, education systems now need to consider more broadly the possibility of flexible sites of learning and pedagogy that are interculturally creative and adaptive. This article is multi-modal reflecting its subject matter, featuring three viewable online video clips, created by project participants and the creative team and researchers, and colourful still images which reflect the interests and diversity of this creative pedagogical project. The hip hop music video created by the Sudanese Culture Shack participants with their Caribbean -Canadian artist in Melbourne, Australia offers testament and artefact to the multi-layered value of such work, and as Halberstam encourages us, pokes holes in the business-as-usual of hegemonic educational culture. It is simultaneously pedagogical, creative, collaborative and integrative, and continues to point toward the need for innovative pedagogies that are able to integrate creativity, collaboration and culture, and offer formal credit in return.
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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 | 0.008 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.012 | 0.054 |
| Scholarly communication | 0.013 | 0.007 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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".