Whose Better? (re)Orientating a Queer Ecopedagogy
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
Previous invitations to queer environmental education research and practice have fallen largely silent. This paper seeks to address that silence by orientating ecopedagogy toward a phenomenology of queer experience. Inspired by the utopian promises of the “It Gets Better Project” and ecopedagogy generally, the author suggests that queer phenomenology can offer new insights into ecopedagogy. The hope of a queer ecopedagogy lies in its inclusion of diverse beings and its celebration of (dis)orientating experiences that might lead to more egalitarian and democratic futures. Resume Les invitations a la recherche et a la pratique en education environnementale homosexuelle ont cesse en grande partie. Le present article aborde le vide ainsi cree en orientant l’ecopedagogie vers une phenomenologie de l’experience homosexuelle. Inspire par les promesses utopiques du projet « It Gets Better » et par l’ecopedagogie en general, l’auteur affirme que la phenomenologie homosexuelle peut donner lieu a des eclaircissements sur l’ecopedagogie. L’espoir de creer une ecopedagogie homosexuelle repose dans sa maniere d’inclure des etres differents et d’engendrer des experiences d’orientation (voire de desorientation) pouvant mener a un avenir plus egalitaire et democratique.
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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.064 | 0.001 |
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