Longing for the Kollektiv: Gender, Power, and Residential Schools in Central Siberia
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
Interpretations of post-Soviet subjectivities have tended to emphasize the ways in which subjects experience these with a sense of liberation from a monolithic socialist state; however, local responses to post-Soviet forms of power have varied widely. In the case of indigenous Siberians in the 1990s, an older generation of Evenk women expressed positive feelings about their experience as students in the Soviet-era residential schools that continue to shape their subjectivity in the post-Soviet present. Evenk subjectivities, as with those of other indigenous Siberians, have been significantly formed through the institution of the residential school and, by extension, through a range of interactions with state power as it has been locally remade and interpreted in the 1990s. In this article, I explore the widespread nostalgia associated with the residential school. Drawing on the narratives of elderly Evenk women, I argue that such expressions of Evenk nostalgia for the socialist era are a form of critique of the neoliberal logics emerging in Russia today. In this respect, Evenk women's accounts allow us to explore negotiations of power in a post-Soviet era and to examine how ideologies shape conceptions of self and the social order more broadly.
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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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