Venturing From Home: Writing (and Teaching) as Creative-Relational Inquiry for Alternative Educational Futures
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 article explores the ecology of contemporary higher education by foregrounding the ethical relation between its authors. The article expresses their commitment to throwing off familiar academic conventions in order to promote human flourishing in a sector that has been colonized by new managerialism and the associated mechanisms of “performance management,” surveillance, and exclusion. The authors write into the emblems of the naajavaarsuk (the ivory gull) and isumataq (the Inuit storyteller). They explore collaborative writing as an ethical, relational practice whilst exposing the lived problematics that have become the “new normal” in the contemporary academy, for instance, the fetishization of “student satisfaction.” The latter has gained traction in the UK in recent years, and in extreme cases can call forth acts of ethical violence that induce deep and long-lasting effects. Their account is visceral rather than abstract, rooted in lived experience and in theory. The authors conclude that the precondition for human flourishing in conditions of constraint is neither all-out resistance nor quietist acceptance of the status quo. It is to open up a space for education that inheres in our relation to the other, and quietly to resist being defined and limited by practices of monitoring and surveillance.
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 | 0.007 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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