Challenging the way we know the world: overcoming paralysis and utilising discomfort through critical reflexive thought
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
Reflexivity has been foregrounded as an important practice in scholarship regarding the scrutiny of ethical research and knowledge production. What is at risk, however, is reflexivity becoming counter-productive and consumed within the hegemony of Western practice, ultimately making little contribution towards disrupting power asymmetries. In this paper, we ask, at what point can critical self-reflexivity become productive, rather than self-indulgent and paralysing? Reflecting on the assumptions that underpin our scholarship, we ask, how can we utilise emotions of paralysis, discomfort and contradiction towards positive social change? Drawing on our experiences, we highlight the messy nature of reflexivity and argue that these emotions are important and entail a constant re-examination of the assumptions embedded in our pedagogy, scholarship and motives for engaging with the world. In so doing, we show how challenging the ways we know the world through reflexivity and critical thought are vital in the process of decolonising knowledge.
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 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.015 |
| 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