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 article I examine one of the thorniest aspects of the relationship between feminism and postmodernism, in order to see what a discursive analytic approach can contribute to this important debate. The problem I refer to concerns the threat that the postmodern turn-despite its benefits-is said to pose for a politically committed feminism. I begin with a brief recapping of the postmodernist challenge to the tenets of social science. I then advance a two-part argument promoting discourse analysis for feminist scholars who seek to benefit from postmodernism's respect for difference and inclusivity, yet refuse to give up a critical perspective. The first part of the argument deals with the charge that the postmodern turn disables critical inquiry; the second with the related debate over the need for `generalizing' or `totalizing' concepts (e.g. the concept `women') in the service of a feminist politics. I argue that postmodernist scholars' wide-spread tendency to discuss language outside its context of use has hobbled their ability to respond to this serious challenge, and I suggest that a closer look at routine talk can help feminists reframe these debates about politicality in helpful ways.
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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.022 | 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