Ecstatic Abundance: Queer Temporalities in LGBTQ Studies and Music Education
Bibliographic record
Abstract
Abstract Attempts to normalize (some) variant sexualities assume that normativity leads at least to tolerance. Because it occurs in relationship to preestablished norms, normativity is achieved through assimilation. Judith Butler’s (1993) theory of performativity demonstrates this in terms of gender/sexuality by which the gendered/sexualized subject is produced as an effect of repetitions of coercive (heterosexual) norms that precede the subject. Operating within a temporal logic of norms first, the subject second, performativity cites the past, projecting heterosexual subjects into the future, leaving queer subjects nowhere, unless we resignify those norms for an assumed transgressive future. Queer subjects must go along to get along: to be normal, but “the trouble with normal” is that it obviates queer culture (Warner, 1999), bequeathing to queer subjects no past. In response to the double bind of no future and no past, I posit queer temporalities of LGBTQ studies and music education as saturated abundant presents in terms of Deleuzian becoming in the queer time of the infinitive: to become. Eliding the past and future, the infinitive is just before and just after. I argue LGBTQ studies, expressing a queer ethic of kinship, activates Sara Ahmed’s (2006) “refusal to inherit” the norms of lack, and asserts ecstatic abundance as an exuberant queer erotic. Using Philip Auslander’s (2004) performer-centered approach, I analyze Cris Williamson’s (1975) song, “Shooting Star” as ecstatic abundance, contingently constituting LGBTQ studies as unquenchable, inexhaustible, unruly.
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How this classification was reachedexpand
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 | 0.003 | 0.001 |
| 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) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".