Virtuality, Solidarity and Possibility: A Response to Paré
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 In this response to Dylan Paré's “Queer reorientations in virtual reality: Designing for solidarity in science and technology learning environments,” and as part of the special issue “Centering Affect and Emotion Toward Justice and Dignity in Science Education,” I invite educators to consider “the virtual” that always exists alongside actual reality. Drawing from recent research by Dylan Paré entitled “Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality,” I argue that things like solidarity, ethics, and justice are not possible without the existence of ‘the virtual’; which is part of the everyday existence of things, making the technology we call “virtual reality” but a tiny example of “the virtual.” Virtuality determines the lines of possibility that a being might take toward ethical becomings and different forms of actualization in the world. Using sociomaterialist philosophy this article encourages educators to explore the virtual for just futures and multispecies flourishing. Using the technology of virtual reality in the way Paré does is one way to open the wide potential of the virtual dimension. While virtual reality research for justice and inclusion might seem like a niche area of computer science, the learning sciences, or technology education, such research helps reintroduce educators and students to the vast aspects of reality that have not yet actualized but are nonetheless real and ever‐present.
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.
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 | 0.008 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| 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 it