Introduction: Heteroglossia, performance, power, and participation
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 this special issue, we build on Bauman's seminal observation about performance, that ‘the act of expression is put on display, objectified, marked out to a degree from its discursive surrounding and opened up to interpretive scrutiny and evaluation by an audience’ (2000:1). More recently, scholars have moved to examining the performative role of heteroglossia, that is, the use of multiply sourced, semiotic (verbal and nonverbal) forms. In particular, this line of research has shown how attention to heteroglossic performances and their local interpretations can illuminate the subtle politics of dominant and nondominant identities in different ethnographic contexts. This is particularly true of what Coupland (2007) calls ‘high performances’, which, as Bell & Gibson (2011:558) write, are privileged sites for allowing participants to indexically associate expressive forms with social personae. Thus, while all performances are inherently reflexive, heteroglossic performances particularly amplify that reflexivity with respect to their multiple frames, voices, and stances that they presuppose and establish.
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