It takes more than two to (multispecies) tango: Queering gender texts in environmental education
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
Using the figuration of queer tango, we conceive this essay as a performance that responds to three Canadian Journal of Environmental Education articles, each of which calls for the creation and circulation of more queer scholarship in environmental education. We explore Vagle's (2015 Vagle, M. D. (2015). Curriculum as post-intentional phenomenological text: Working along the edges and margins of phenomenology using post-structuralist ideas. Journal of Curriculum Studies, 47(5), 594–612.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) suggestion of working along the edges and margins of phenomenology using poststructuralist concepts and ideas, with a view to engaging with J. Russell's (2013 Russell, J. (2013). Whose better? [re]Orientating a queer ecopedagogy. Canadian Journal of Environmental Education, 18, 11–26. [Google Scholar]) phenomenological interpretation of queer theory, with particular reference to Sara Ahmed's (2006 Ahmed, S. (2006). Queer phenomenology: Orientations, objects, others. Durham, NC: Duke University Press.[Crossref] , [Google Scholar]) phenomenological exploration of “(dis)orientation.” Although Vagle (2015 Vagle, M. D. (2015). Curriculum as post-intentional phenomenological text: Working along the edges and margins of phenomenology using post-structuralist ideas. Journal of Curriculum Studies, 47(5), 594–612.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) uses the Deleuzean concepts of multiplicity and line of flight to explore the phenomenological notion of intentionality, we suggest that engaging other, somewhat lesser used, Deleuzean concepts might better pair with J. Russell's (2013 Russell, J. (2013). Whose better? [re]Orientating a queer ecopedagogy. Canadian Journal of Environmental Education, 18, 11–26. [Google Scholar]) use of the phenomenological ideas of orientation and embodied experiences. Thus, we draw on the Deleuzean creative conceptions of the molar/molecular, body without organs, and assemblages to queer(y) phenomenological notions of subjects, objects, lived bodies, and (dis)orientations. Through our inquiry, we found that dancing around the edges of phenomenology requires a redrawing of the boundaries of subjectivity and objectivity that moves from the individual to the collective, from static objects to material-semiotic generative nodes. Our provocation is that such a queer dance—one that prods and probes the geometries and optics of relationality (Barad, 2003 Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.[Crossref], [Web of Science ®] , [Google Scholar])—can not only reinvigorate environmental education scholarship but also help to reimagine curriculum as a collective inquiry into the practices of enacting and policing boundaries.
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 | 0.001 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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