Decentering (the) Studio: “Critical/therapeutic Inquiry” as Method and Personal Reckoning
Bibliographic record
Abstract
"Decentering (the) Studio: 'Critical/therapeutic Inquiry' as Method and Personal Reckoning" is a portfolio PhD project that serves as both an intimate critical autoethnographic journey and a qualitative research methodology experiment to articulate what I term "critical/therapeutic inquiry." It is a qualitative inquiry method drawing from expressive arts therapy practice, developed as a decolonial critical healing process for settlers/immigrants on Turtle Island to honour the gifts of their lineages while reckoning with their complicity entangled in settler-colonial histories. The project comprises creative, academic and practical outputs to map the interconnection of my personal reckoning, interdisciplinary academic discussion and future therapeutic-artistic practice. This dissertation consists of a collection of six creative nonfiction essays and documentation of autoethnographic journey and expressive arts therapy-inspired workshops. It also includes a book chapter titled "Decentering from 'Settler' to Becoming 'Rhizobia': When Expressive Arts Therapy Disrupts the Logic of Imagination in Cultural Studies" submitted for the forthcoming book Re-emergence(s) of and Through Arts-Based Educational Research with the Artful Inquiry Research Group at McGill University, and a journal article titled "Expressive Arts Therapy as Critical Autoethnography: Towards a 'Critical/Therapeutic Inquiry' Methodology in Decolonial Therapy and Education" submitted for peer-review to the Departures in Critical Qualitative Research journal. The six creative nonfiction essays are about an Asian Canadian settler from Hong Kong reckoning with the entangled legacies of settler colonialism that connect Hong Kong and British Columbia. The collection emerged from undertaking "critical/therapeutic inquiry." The book chapter, journal article and the accompanying analysis and reflection on the method experiment process articulate the four characteristics of "critical/therapeutic inquiry" grounded in the depth education paradigm. The project ends with a new beginning, "Imagination Care," with the inquiry program "Culturing Rhizobia," designed to apply this inquiry method in my future therapeutic-artistic practice.
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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 | 0.027 | 0.030 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.041 |
| Scholarly communication | 0.017 | 0.011 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.011 | 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".