Bibliographic record
Abstract
In 2020, I taught a course titled Thinking About Contemporary Canada at York University in Toronto. The course aimed to introduce students to multicultural perspectives on Canadian “identity”, “culture”, and “language”, considering the dominance of the official, bilingual Anglo- and Francophone ethos in Canada. In hindsight, in the course, the intercultural (knowledge, experience, desire) was conceptually dissolved in and by a “Canadian multicultural” ontology. In this chapter, I present my attempt to re-envision the course now, four years later, by engaging creatively in what I conceptualize as meshwork. Toward some kind of interculturality, I fragment cultural texts written individually by authors of an Indigenous, immigrant, Franco- and Anglophone background – which had been organized thematically and read sequentially in the course – and mesh passages together to process and produce my reflection of undoing the multicultural. Meshwork integrates random and purposeful textual choices from discrete sources to create a “new” meshed/messed up text. As a process, meshwork punctuates impasses and bridges in trying to create, think, and show the intercultural. By doing meshwork, I demonstrate possible attempts to disrupt my pedagogical tendencies anchored in the multicultural and to discuss what meshwork may contribute to interculturality as a field.
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 | 0.002 | 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 | 0.002 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.003 |
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; both teacher heads agree on what is shown here.
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".