Revisiting “Pedagogy of Discomfort” Through the Combined Lenses of “Inconvenience” and “Affective Infrastructure”: Pedagogical and Political Insights
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 seeks to revisit the concept of “pedagogy of discomfort” through the combined lenses of Lauren Berlant’s work on “inconvenience” and recent theorization of “affective infrastructure” to clarify how an infrastructural understanding of “discomfort-as-inconvenience” might provide deeper insights about the pedagogical and political risks and possibilities of discomfort. In particular, the paper highlights three insights: first, it expands our understanding of discomfort by situating it in the broader context of the inconvenience of other people, as an ethics and politics of coexistence; second, it calls for a contextual approach of a pedagogy of discomfort that examines discomfort as a multifaceted affective event entangled with other material, social, and political elements; and third, it enables educators to create environments that could enrich the moral and political potential of a pedagogy of discomfort, by paying attention to the affective conditions in which students and educators find themselves when they encounter different manifestations of discomfort-as-inconvenience.
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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 | 0.000 | 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 | 0.002 |
| 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