Comparative Racialization: An Introduction
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
In the Fall of 2004, members of the MLA committee on the Literatures of People of Color in the United States and Canada felt that it was time to assess the state of the study of race in literary studies as we approached the twenty-year anniversary of the publication of the seminal collection “Race,” Writing, and Difference (1986), edited by Henry Louis Gates, Jr., which contained contributions from some of the most important scholars of race. It may appear that studying race is now largely taken for granted in English departments and that we no longer need to place quotation marks around race to emphasize its constructedness. Many scholars, though, feel a deep sense of anxiety that the situation with regard to race may have been normativized and comfortably compartmentalized but not improved. Intellectual tokenism abounds, as do equivalences between phenotypes and fields of study, with notable exceptions in larger metropolitan universities. For those of us outside English departments, the situation has barely improved. Each discipline has its unique historical baggage, and some are more able to discard their baggage than others, while some have been placed under greater pressure to change. But the truth of the matter is that some are just plain unwilling to acknowledge the significance of race even as they strive to update their disciplines and expand into new areas. In the extensive field of literary studies, it is premature to state that race has arrived, and it is not at all certain that the relation between race and critical theory, so central to the Gates volume, is settled. To a large extent, critical theory continues to see race as exterior to it, transcendent of the theorizations and lived experiences of race. Even though South Asia-based postcolonial theory has geared us to the study of colonialism and its consequent postcolonial complexities, it has also long held a strongly ambivalent relation to race studies.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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