Bibliographic record
Abstract
Ecocriticism extends, but also departs from, the long tradition of considering ‘English’ as charged with a countercultural ‘mission’. And both ecocriticism and the vision of a degree programme that prevails among politicians and business leaders construct higher education as urgent and instrumentalised. This chapter incites teachers to keep their pedagogic heads in a situation of environmental emergency. Teaching is not simply a process of transmitting the current state of knowledge, or inciting action according to already-known imperatives. The readings it fosters are both situated and embodied. We must reframe ecocritical pedagogy as a practice of emergency that holds urgency and emergence in creative tension; that consciously juxtaposes spatial and temporal scales in order to foster biospheric perception; that teaches quandaries, not received ecological truths; and that practises reflective close reading. The central argument is that, rather than a pre-given notion of sustainability directing our pedagogy, the ecopedagogy of the unprecedented will yield a provisional, dynamic practice of sustainability. In other words, our pedagogy should mould our politics, not the other way around.
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.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.016 | 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; both teacher heads agree on what is shown here.
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".