The Onto-Epistemologies of New Materialism: Implications for Applied Linguistics Pedagogies and Research
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
Abstract The Douglas Fir Group (2016) argued that applied linguistics needed new interdisciplinary perspectives, and I suggest here that the concepts provided by new materialism might aid in gaining such perspectives. New materialism foregrounds the material nature of humans, discourses, machines, other objects, other species, and the natural environment, as well as constant change, non-binary thinking, and the porosity of boundaries; it also asks for the posing of new problems and new concepts to ‘bring forth a world distinct from what we already are’ (Colebrook and Weinstein 2017: 4). Refusing the central binaries and hierarchies of Cartesian thinking, new materialism’s relational ontology stresses becoming; people, discourses, practices, and things are continually in relation and becoming different from what they were before. New materialist conceptions of knowledge/knowing and language/languaging are also relational, processual, and entangled. I review recent new materialist educational research and present two descriptions of events in my own research to show what pedagogical and research-oriented questions might be stimulated from this perspective.
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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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