Crafting a DIY Campervan and Crafting Embodied, Gendered Identity Performances in a Hyper-masculine Environment
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
This paper presents a multi-media textual collage that shows rather than tells the lived experiences of my conversion of a DIY campervan over several months in a diesel mechanic workshop in Sydney, Australia. This is a “small culture,” (Holliday, 1999) to which I gained limited access as I developed craft skills and the confidence to speak back to relative, milieu-specific, gendered power. I use autoethnographic textual fragments written shortly after the moment to depict the struggle to acquire skills, build confidence, and cross “small” cultures in an unusual crafting context. Grounded theoretical insights are suggested as they relate to three things. First, I examine the nature of individual, self-directed learning as engendered by the non-expert, hands-on doing of craft supported by YouTube instructional videos. Second, I consider positive and negative affective identity factors, particularly feelings of competence or incompetence and challenges to my own (female, middle-aged, injured, and non-expert) embodiment. Third, I consider the collaborative, discursive ways in which hegemonic and non-hegemonic masculinities were talked into being as contingent, relational identities against the foil of a constructed “other.”
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 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