Borders, Citizenship, and the Local: Everyday Life in Three Districts of West Bengal
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
Borders have been considered essential to understanding the self and the other, with identities on either side established through functions of exclusion and inclusion. These processes, initially considered to be the preserve of the state as exercised through its policies of border management, also exist in tandem or in an asynchronous manner at the local level. Constituted of processes of identification and networks of interdependences, localized construals of the borderland and subsequently positioned engagements, comes to shape notions of accessibility and restriction as well as perceptions of the “other”. These engagements are not always reflective of statist positions on the border which are often uniform in the conceptualization of its capacity to contain. They subsequently come to reflect the variations of divergent historical and locational realities. There is a need to further extend the analysis of borderlands beyond statist framings as passive recipients of policy as well as recognize the critical positioning of local adaptive processes as antithetical to state demarcations of territoriality and sovereign authority. Based on a survey of three districts in the state of West Bengal, India, this study posits an analysis of the multiple perceptions both within and outside of statist framings of borderland identity and territoriality, which color its inhabitants’ understanding of the border and perceptions surrounding and interactions with the communities that lie beyond it.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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