Bibliographic record
Abstract
Between Hope and Cynicism: A Dogged Call to Action Erin Wunker (bio) “Quiet dog bites hard.” Mos Def In the spring of 2010, I used an esc Readers’ Forum to publicly come out as a hopeful precariat. Noam Chomsky has described the precariat as one of “those people who live a precarious existence at the periphery of society,” although he is quick to point out that the periphery is a myth. Many of us are members of the precariat. We are the necessary abject: needed to provide a powerful state that will “bail out the plutonomy when it gets into trouble, but other than that [the members of the precariat] have no function” (np). Here in the academy this means, among other things, that courses are increasingly taught by sessional workers and tenure-track jobs are being replaced by limited term appointments. My 2010 paper, was, among other things, about hope: how it is important, how it is naïve, how it is necessary. Now, though, I’m not so sure. Recently, I saw a mural by contemporary Australian artist Brad Buckley. The piece is from Buckley’s larger Slaughterhouse Project, which curator Brett Levine describes as a suite of works “which calls into question the roles and responsibilities of cultures to consider and address diverse [End Page 17] concerns” (np). The piece was comprised of the word “hope” hovering over a group of human silhouettes. Never mind that Levine is talking about contemporary art and I am talking about the academic institution: hope gets harnessed in service of something. “Doing something,” in Sara Ahmed’s estimation, is as an impossible demand often framed as a question (“What can I do?”). Impossible, but imperative. We need to ask impossible questions, she claims, because impossible questions are future-oriented ones (183). “The future is both a question mark and a mark of questioning,” writes Ahmed. “The question of the future is an affective one; it is a question of hope for what we might yet be, as well as fear for what we could become” (184). Indeed, this forum considering cynicism as one of the affective by-products of contemporary academic work is itself a call to do something. But what can we do? What can I do? In 2010 my answer would have been cautiously hopeful. As a member of the growing precariat I am no stranger to hope as a politically affective tool. Hope is what propels me forward into each graduate and undergraduate supervision I take on, each late night or weekend I spend working on my own research rather than whatever else it is that people do when they are not teaching or prepping or marking. I tell myself that it is hope that fuels the conference papers I submit, the service work I do that is beyond the job description in my contract, and the innumerable hours of emotional labour I (mostly) happily take on because I believe in the profession and, more so, I believe there will be a place for me in it. I hope, in other words, that the work I do is visible not just in the lines of my cv, but in its gaps as well. Hope is what sustains me through each blog post I write for Hook & Eye: Fast Feminism, Slow Academe. Hope plugs its fingers in my ears when I am sitting in a Council of Chairs meeting as the Program Director for Canadian Studies and hear that my institution is in an unofficial hiring freeze until 2015. Hope tells me not to worry. I have been compelled in my academic and public work by the outward-reaching characteristics of hope, what Ernst Bloch describes as a broadening out of the self (3). As I turned to Buckley’s large-scale mural last fall, these senses of hope turned with me. But guess what? Buckley’s mural has a subtitle. “hope” I read, “is still a four-letter word.” Cynicism, by contrast, is not a four-letter word, but it, too, is about the future. For the classical Cynics theirs was a path to “the life worth living”; walking that path meant embodying rather than extolling ethics...
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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 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".