MAPS OUT OF PLACE: DISPLACING CARTOGRAPHY IN THE REALM OF CONTEMPORARY ART
Bibliographic record
Abstract
As Brian Harley wrote: “maps are too important to be left to cartographers alone” (2001: 239). Not for nothing maps have played a pivotal role as weapons of imperialism, as discursive formations disciplining the link between academic practice and political power and acting as social hieroglyphics in the words of Marx. The aim of this paper is plotting a course towards a divergent use of map-making as creative process and as a set of tactics to destabilize, challenge and re-imagine geographical mapping practices, moving beyond\behind their direct link with power, war and the male Western “episteme”. What is at stake in this provisional critical route is to understand what function and dysfunction, epistemological possibilities or aporias can affect the “modern cartographic ideal” when we displace maps in the world of contemporary art. For instance, looking at those works where the geometry of power is revealed, the bodies strike back, geopolitics and intimate spaces act as a singularity and maps eventually crumble. The value of “deterritorialised epistemologies” (Rogoff 2001) is the chance, sometimes risky, to grasp those alternative representational practices that can emerge through the strategic opening of boundaries of different disciplines. After all, as Edward Said (2000) reminds us, “being out of place” - in this circumstance on the blurred border or in-between different fields of knowledge - can be an ideal condition to deconstruct, blemish and rebuild languages and practices of research.
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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 | 0.018 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.006 |
| Science and technology studies | 0.000 | 0.012 |
| Scholarly communication | 0.004 | 0.007 |
| Open science | 0.009 | 0.002 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.019 | 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".