Bibliographic record
Abstract
With the support of the work of scholars in critical disability studies, crip theory, and poststructuralism, my intention in this paper is to explore some narrative fragments of my experiences teaching ‘Leonard’ and the ways we both accepted and resisted each other. Judith Butler’s question: “What does it mean to require what breaks you?”, will be central to investigating our mutual dependency on each other in ways that emphasize the tensions between my ‘authority’ as a teacher and his ‘resistance’ as a student. The first part of this paper will apply the work of critical disability studies scholars such as Erevelles (2011, 2013), Titchkosky (2008) and Gabel et al (2013), as a way to contextualize and orient my relation to Leonard within an educational landscape that reads Leonard as a problem that needed fixing (presumably by me as the teacher). The second part of this paper will seek to ‘crip’ the image of the teacher ‘fixing’ the ‘problem’ child and demonstrate the ways this story is perpetually, always and already disrupted and failing. In applying the work of McRuer (2006) among others, the intent in this section is to explore how resistance in both its passive and active forms is necessary in both the (re)forming and breaking of the distinct yet linked subject positions that Leonard and I inhabit. The final section of this paper will turn to the work of Mitchell et al (2014) and their conceptualization of cripistemologies as desiring failure as resistance to success, alongside a retelling of my persistence in the face of Leonard’s resistance. Ultimately the intention of this paper is to make a contribution to critical disability studies and crip theory by exploring both the limits and potential of the intertwining ‘matrix of relations’ Butler (2015) offers as hopeful possibility.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.034 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.021 | 0.105 |
| Scholarly communication | 0.020 | 0.023 |
| Open science | 0.003 | 0.017 |
| Research integrity | 0.008 | 0.017 |
| Insufficient payload (model declined to judge) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".