Crisis? What Crisis? The Contestation of Urgency in Creeping Crises
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
ABSTRACT Whilst research on extreme contexts has mainly studied responses to and perceptions of urgency in abrupt crisis settings, this paper examines the construction and contestation of urgency in ambiguous creeping crisis settings. It builds on the empirical case of the Alpine Region of Tyrol and the discourse that emerged around the climate crisis and ski tourism. By taking an abductive approach, we investigate how the temporal dynamics of urgency contestation unfold between different actors. Our findings show three discursive dynamics that drive the contestation of urgency over extended periods of time. We further reveal that actors draw on specific temporal dimensions when constructing high or low senses of urgency – a measurable, normative or synchronicity dimension. This contributes first to research on urgency by uncovering that urgency is not something that can be taken for granted in crises, but instead a multidimensional and relationally contested construct. Second, we point to the nestedness of crises by showing that the urgency of a crisis is shaped by the perception of urgency in related crises. Third, we contribute to crisis research outlining that creeping crises do not necessarily peak in a “hot phase” but instead remain contested and continue to creep on forever.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| 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