Thinking from multiple oceans: historical and elemental lineages and futures of ocean geography(s)
Bibliographic record
Abstract
This article considers how a tension in critical ocean geography between thinking with and thinking from the ocean can be elucidated through an engagement with a number of Black scholars asking related questions. Focusing on Herman Melville’s Moby-Dick and its interpretation by C.L.R. James and Paul Gilroy, as well as other scholars in the critical ocean geography/critical ocean studies and Black studies traditions, I suggest that a pervasive challenge to oceanic thinking is the need to balance, on the one hand, the tendency to think with the ocean’s perceived exceptionality as a scaffold for non-normative thinking with, on the other hand, the desire to think from the encounters that occur in ocean-space and that historically have played a crucial role in constructing identities and futures of peoples who bear the experience of the ocean’s watery depths and turbulence. I conclude by arguing for an approach that is both historical and elemental, in order to construct narratives that point to the ocean not simply as a repository of meaning or as a site for projecting dreams, but as a lively space where thoughts, understandings, and narrations emerge from the entanglements of water and life, forcings and histories, memories and forgettings, that occur within.
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 | 0.000 | 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 | 0.002 | 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".