Reckoning, Repairing, and Reworlding as Praxis (Editors' Outro)
Bibliographic record
Abstract
lockdown.The texts we were reading, along with the circumstances we were living, raised questions about the intersections of multiple crises, and required us, as our work proceeded, to navigate further and compounding emergencies.It was impossible to disaggregate our academic selves and concomitant commitments from the roles that each of us plays in other spheres, and the obligations that entailed therein.Together we sought ways to prioritize where our respective energies and points of focus would be best directed, and to support one another, as well as the larger project and all the people involved in its realization (our contributors, our peer reviewers, the Editorial Board of Studies in Social Justice) as we moved forward.We were not always successful in achieving or sustaining the balance we aspired to strike, but we all see the value of learning by trial-and-error.Our process drew sustenance from the series of workshops we facilitated during annual Canadian Association of Postcolonial Studies (CAPS) conferences: "Re-placing Literature: Mobilizing Emergent Strategy to Decolonize our Institutional Practices" (2022); "Alter-modes of Scholarly and Creative Practice" (2023); and "Beyond the Toxic University: Towards Connection, Kinship, and Care" (2024).In 2024, the CAPS gathering was held away from the McGill University campus in Montreal, following the Association's decision to withdraw from the Congress gathering in support of striking Law Faculty at McGill, and in protest against McGill's complicity with the police, who used tear gas on student protesters in the Gaza solidarity encampments.Our workshop addressed that context of institutional violence along with the softer brutalities of humanities work that this issue set out to explore.In addition to generating inspiring insights from all the participants, all three workshops nurtured our connections with one another as collective members, confirming our sense of the importance of embodied knowledge and conviviality.These workshops aside, we have never met in person as an entire collective because our members are situated across seven different time zones.This "Outro," then, began as a Zoom conversation, the mode of all of our meetings.The discussion was based on a few prompts that we had circulated in advance to generate a shared reflection on the work we have done, and included the following questions:1. How has your thinking about our three guiding terms -reckoning, repairing, reworlding -evolved over the course of our collaboration?2. To what extent and in what ways, on a micro-scale, were we able to work towards enacting these practices as we worked with one another, and also with our contributors, our peer reviewers, and the journal's editorial board?What obstacles kept us from doing so, or made the effort more challenging?3. What were the benefits and drawbacks of working collaboratively, and what made us lose certain people along the way?
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 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".