Walking With: An Invitation > \nInsights into the Pedagogical Force of Walking from the Perspectives of Artists who Walk as an Aspect of Their Practice
Bibliographic record
Abstract
Walking With explores the pedagogical potential of walking as a form of artistic inquiry and expression. Walking is relational and politically imbued; we are inspirited by a constellation of encounters with people, places and things that inform who we become. As we leave our trace, our presence also shapes where we walk. Through feminist research-creation, including in-depth interviews with twelve artists, these guiding questions were considered: What insights can artists offer about the pedagogical force of walking – the affective and resonant ways that we become ourselves in relation to place? How might these insights inform walking-based pedagogy in art education? Furthermore, given that the contributing artists are women, how might the nuance of their experiences complexify the international discourse on walking art practices? As a localized study of contemporary artists who work with various media in the region of Tiohtiá:ke–Mooniyang–Montréal, a range of motivations and ruminations are revealed. Audio recordings and digital photographs were gathered during the interviews and audio-visual portraits were then created as interpretations of the artist’s insights. The portraits are presented online – www.walkingwith.ca – as an invitation to others to join in reflection about the significance of walking. A series of questions, titled “Reflections to walk with”, accompany each portrait as a point of departure for further consideration and discussion. The thesis project is complimented by an autoethnographic text that describes three epiphanies that compelled the researcher to focus on this topic and offers a summary of the research-creation process that brought it to fruition. \n \nThe contributing artists: Cam, Sylvie Cotton, Natalie Doonan, Ette, Dominique Ferraton, Sylvie Laplante, Andra McCartney, Émilie Monnet, Taien Ng-Chan, karen elaine spencer, Victoria Stanton and Kathleen Vaughan.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.024 | 0.003 |
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".