Phenomenologies of Silence: On the Palestine Exception and the Complicity of Social Work Academe
Bibliographic record
Abstract
In this submission, four social work academics explore the silence on genocide in Palestine. Through collaborative autoethnography, we document our experiences of being silenced in the academic context of existent silences within faculties of social work in Canada. Over several conversations, we came together to engage in intentional community and solidarity. This space became an embodiment of sumud, wherein we resist by breathing life into our stories, bearing witness to one another in our full humanity. Employing an analysis informed by anti-colonial and critical race theories, we locate our experiences in broader structures of anti-Palestinian, anti-Arab, and anti-Muslim racism. Attending to phenomenologies of the Palestine exception, we offer counterstories to combat this silencing. We engage themes of guilt and resistance, and explore inner realities of soul and spirit which are crushed by this violence. The disorienting silence of social work in the academy reflects its complicity. Palestine is treated as an abstract, and Palestinians as an abstraction—removed in literal and figurative ways from homeland, from conversations about social justice, and from reality. Silencing is erasure and is yet another step in the genocidal project. Through this submission, we extend our voices to the calls for a Free Palestine. We refuse to be silent, and we refuse to be silenced.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.005 |
| 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; 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".