Sites of Learning: Rural Artist Residencies in the East, West, and North of Canada/Turtle Island
Bibliographic record
Abstract
As spaces for professional development and creative incubation, artist residencies represent important stepping stones in artists’ careers. Often overlooked are those established in rural areas, which serve as sites for community gathering, sharing, and learning. Rural communities also face distinct challenges, such as mass urban migration, imminent climate change, and waning support for rural education studies. The purpose of this thesis is to identify what practices are underway at three rural Canadian artist residencies, by examining educational infrastructures, environments, and attitudes. Using case study and autoethnographic methods (written and visual journaling, field notes, interviews) these practices are explored from the perspectives of visiting artists-in-residence, local residents, and residency staff. The results illustrate innovative strategies that seek to empower, connect, and grow artist residencies as places of public pedagogy, contextualized by their rural locales. Described using six themes, they depict learning at rural artist residencies as: (a) embedded in social context, (b) situated in relation to the land, (c) occurring at an intersection of industries, (d) involving informal learning relationships, (e) requiring a hunger for knowledge, and (f) rooted in issues of access. This study suggests that the resulting infrastructural, environmental, and attitudinal practices can be mobilized to sustain and/or revitalize rural communities through dynamic networks, socially engaged programs, and arts advocacy.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 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".