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Record W2772875527 · doi:10.14264/uql.2017.780

“Other Horizons Exist”: irreducible difference and ethical reading in Alexis Wright’s The Swan Book

2017· dissertation· en· W2772875527 on OpenAlexaboutno aff
Jean Skeat

Bibliographic record

VenueThe University of Queensland · 2017
Typedissertation
Languageen
FieldSocial Sciences
TopicGothic Literature and Media Analysis
Canadian institutionsnot available
Fundersnot available
KeywordsAppropriationWrightReading (process)PoeticsPoliticsMeaning (existential)AestheticsSociologyLiteratureArtPhilosophyEpistemologyArt historyLawLinguisticsPolitical sciencePoetry

Abstract

fetched live from OpenAlex

In The Swan Book (2013), Alexis Wright facilitates productive communication while maintaining the ethical and political importance of irreducible difference. While there are readings of this text that I can and do produce, what is equally important are the moments when my reading cannot proceed, when my reading is stalled by irreducible difference and untranslatability. Close reading and the application of familiar critical frameworks such as postcolonial Gothic or magical realism produce valid political analysis and are an important aspect of my engagement with this text. However, always, The Swan Book pushes back, disrupting any attempt to produce uncomplicated or stable meaning, denying any delusion of knowability or transparency. Its complicated narrative form and opaque poetics create irreducible difference that encourages recognition of the limits of my own reading position. This recognition forms the foundation of an ethical reading practice that allows for communication and exchange but avoids reduction or appropriation of difference. Alison Ravenscroft’s work in The Postcolonial Eye: White Australian Desire and the Visual Field of Race (2012) provides the foundations for my argument for the necessity of recognising the limitations of my position as a white Australian reader of an Indigenous text. However, I find Helen Hoy’s How Should I Read These: Native Women Writers in Canada (2001) to be a necessary counterpoint that allows me to extend Ravenscroft’s explanation of how I should not read this text into a more productive theorisation of how I might. I begin by presenting both feminist and postcolonial readings of the Gothic elements of this text, arguing that Wright uses Gothic tropes to assist in the production of meaning, adapting and manipulating them to create narrative and political critique. However, Wright also continually complicates and disrupts the application of this framework, undermining my attempts to convert the difference of this text into a knowable form. Wright’s use of multiple systems of knowledge and ambiguous poetic language creates a positive undecidability. While it is tempting to ascribe this undecidability the label of magical realism, ultimately it proves to be a limiting method through which to read The Swan Book’s ambiguous narrative mode. Translation from the language of the text to the more familiar language of a critical framework is shown to be possible but always limited and limiting. I chart the effect these translations have on the text, and more importantly, the effect The Swan Book’s untranslatability has on my reading practice. By producing instances of communication that do not depend on stable and universal meaning, or that deny the existence of irreducible difference, The Swan Book inspires, and enables, non- appropriative and ethical dialogue.

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 imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.762
Threshold uncertainty score0.983

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.021
GPT teacher head0.287
Teacher spread0.267 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

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".

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Citations0
Published2017
Admission routes1
Has abstractyes

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