Comics-making as Possibility-making: Resisting the Inequitable Distribution of Imagined 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
In this writing I investigate three mechanisms of comics that can support expanded possibilities for students in art classes: the combination of words and images, gaps (or spaces between images where meaning is formed in comics), and the technique of masking (or representing reality through fantasy). Respectively, these qualities may facilitate possibility by offering unique modes of communication with self and others; providing agency through choices of emphasis and omissions; and escaping the confines of rationality into a boundary-pushing narrative flow. These possibilities are particularly supportive of outsider students, defined as being unrecognized by normative culture, pressured to change their usual behaviour, and dissuaded from perceiving their own value. This writing is supported by personal stories, excerpts of my own comics art, and scholarship in the fields of art education, critical disabilities, and comics studies. Keywords: art education, comics, accessibility, Thirdspace, gutter, masking
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 | 0.000 | 0.000 |
| 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) | 0.001 | 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