Re-Making Clothing, Re-Making Worlds: On Crip Fashion Hacking
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 article explores how Disabled people’s fashion hacking practices re-make worlds by expanding fashion design processes, fostering relationships, and welcoming-in desire for Disability. We share research from the second phase of our project, Cripping Masculinity, where we developed fashion hacking workshops with D/disabled, D/deaf and Mad men and masculine non-binary people. In these workshops, participants worked in collaboration with fashion researchers and students to alter, embellish, and recreate their existing garments to support their physical, emotional, and spiritual needs. We explore how our workshops heeded the principles of Disability Justice by centring flexibility of time, collective access, interdependence, and desire for intersectional Disabled embodiments. By exploring the relationships formed and clothing made in these workshops, we articulate a framework for crip fashion hacking that reclaims design from the values of the market-driven fashion industry and towards the principles of Disability Justice. This article is written as a dialogue between members of the research team, the conversational style highlights our relationship-making process and praxis. We invite educators, designers, and/or researchers to draw upon crip fashion hacking to re-make worlds by desiring with and for communities who are marginalized by dominant systems.
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 | 0.005 | 0.001 |
| Scholarly communication | 0.001 | 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