Bibliographic record
Abstract
My inquiries into the poetics of Jamaican women’s aliveness enter through the space of care ethics and the dimensions of my own poetry. In my work, I syncretize Caribbean feminist praxis, resistance, creativity, collective catharsis, spirituality, imagination, community, friendships, kinships, and knowledge. In this crucible of being, care ethics and aliveness are not simply experienced as forms of decolonial resistance. Nor are they reduced to a mere disruption of intersecting oppressions. Rather, they are resources, continuously connected within and around each of us, forming the basis of our flesh, blood, spirits, and dreams. While aliveness and care ethics challenge inter alia, our most chaotic, tense, and violent experiences, they also go beyond these forces to become deep expressions, of what I call, the poetics of Jamaican women’s existence, healing, and release. To develop this framework, I draw on Kevin Quashie’s (2021) exploration of “Black aliveness” (p. 1), to argue (in poetic form) that Jamaican women’s aliveness is not simply the antithesis to death, but that which can address vital questions about the ethos of Caribbean feminist theory and praxis. As Quashie explains, Black aliveness is “the invocation of a black world [and] is the operating assumption of black texts, a world where blackness exists in the tussle of being, in reverie and terribleness, in exception and in ordinariness. This black world is not one where the racial logics and harming predilections of antiblackness are inverted but one where blackness is totality, where every human question and possibility is of people who are black…. Since blackness cannot exist fully, humanly, in the world, we will imagine a world where the condition of being alive is of us. In a black world, the case of our lives is aliveness; not death, not even death’s vitality, but aliveness” (p. 1-2 &12). Guided by the above statement, I articulate this concept in the context of Jamaican women’s lives, illustrating how, through a poetic reflection on care ethics and Jamaican women’s aliveness we can “imagine a black world so as to surpass the everywhere and everyway of black death, of blackness that is understood only through such a vocabulary,” (p. 1). I argue that we can experience this through the, as Quashie puts it, “quality of aliveness notable in the worldmaking aesthetics of poems…in how those poems…can be read for what they tell us about our being: about how we are and about how we can be” (p. 2). The questions guiding my poetic inquiry are as follows: 1) What is the role of care ethics in the context of Jamaican women’s multiple acts of living? 2) How can the concept of “care” support and/or challenge our efforts to analyze the role of religion, ancestry, motherhood, land, and food in Jamaican women’s lives? 3) What are the possibilities of studying this association between care ethics and aliveness through poetry?
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.
How this classification was reachedexpand
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 | 0.006 |
| 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 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".