Global environmental agreement-making: Upping the methodological and ethical stakes of studying negotiations
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 perspective identifies how recent advances contribute to re-evaluating and re-constructing global environmental negotiations as a research object by calling into question who constitutes an actor and what constitutes a site of agreement formation. Building on this scholarship, we offer the term agreement-making to facilitate further methodological and ethical reflection. The term agreement-making broadens the conceptualisation of the actors, sites and processes constitutive of global environmental agreements and brings to the fore how these are shaped by, reflect and have the potential to re-make or transform the intertwined global order of social, political and economic relations. Agreement-making situates research within these processes, and we suggest that enhancing the methodological diversity and practical utility is a potential avenue for challenging the reproduction of academic dominance. We highlight how COVID-19 requires further adapting research practices and offers an opportunity to question whether we need to be physically present to provide critical insight, analysis and support.
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 | 0.001 | 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 | 0.000 | 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) | 0.001 | 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