Making Sense of Critical Suicide Studies: Metaphors, Tensions, and Futurities
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
Critical suicide studies is a relatively new area of research, practice, and activism, which we believe can offer creative new vantage points with which to ‘think’ suicide into the future. We present findings from a qualitative research study undertaken to understand how critical suicide studies is being conceptualized by those who draw from this orientation. Semi-structured interviews were conducted with nine scholars, practitioners, activists, and/or those with lived and living experience of suicidality. To analyze the data, we used reflexive thematic analysis and drew on a social constructionist orientation. We discovered that metaphors were an important way of conceptualizing and reflecting upon critical suicide studies. Four themes were generated: critical suicide studies is a site of respite and fortification; critical suicide studies is a felt experience; critical suicide studies is a desire line; critical suicide studies is yearning. We contend that the dominant language available to describe suicide and suicide prevention might not be adequate for expressing the complexities and contradictions of suicide prevention practice or suicide’s ultimate unknowability. We call for more diverse, inclusive, and expansive frameworks for understanding and responding to suicide and show the potential of joining other critical scholars and social movements to build a more just, caring, and inclusive world.
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 | 0.000 | 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 | 0.001 | 0.008 |
| 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