Between Dissent and Consensus, Resistance and Counter-Resistance: Design Practice as a Common Project-Process for Plural Possibilities of Being and Becoming
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 is a contribution to the discussion on the ethical and political limitations of institutionalised, dominant design practices and on the need to rethink the ways in which they operate. It points out that institutionalised design processes act as a dispositive of power that not only capture and colonise forms of life, but that also shape territories, bodies and languages through normative models that are exogenous to them. This discussion is crucial when thinking about the role that design has played in nurturing current crises. This paper is an inquiry into the possibility of design practice that is not institutionalised either by sovereign designing designers or by subordinated designed users, but that constitutes itself according to dynamics where design emerges as a common project-process of creative possibilities of being and becoming. Crucial aspects for a non-institutionalised design practice are identified through the analysis of a design experience with communities in Rio de Janeiro favelas. This paper shows how this design experience is based on a design approach that, through discursive structures, dynamically supports and is informed by dissent and consensus, and by the interplay between resistance and counter-resistance.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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