Bibliographic record
Abstract
This article emerges from a sustained transnational dialogue between two cisgender female, first-generation immigrant scholars of Japanese origin – one identifying as Nikkei in Sweden and the other as mixed-race Japanese (white) in Canada. Through collective autobiographical inquiry, we explore what we term a middle space – a site of ambiguity, tension, and transformation where intersectionality is both theorized and embodied. We situate our personal narratives within broader structural frameworks to contribute to scholarship that treats intersectionality as both theory and praxis – a tool for critical reflection and social transformation. Guided by critical feminist and collective methodologies, our writing emphasizes reflexivity, dialogue, and the interrogation of power dynamics in knowledge production. Our lived experiences reveal how positionalities shaped by sociocultural and institutional contexts resist binary categorizations of privilege and marginalization. These identities are continuously negotiated and inform our academic and personal engagements. We underscore the importance of collective methodologies in illuminating complex positionalities and advancing intersectional feminist scholarship. By inviting readers into our middle space, we offer a site of intersectional engagement, activism, and reflexivity where theory meets lived experience, and where shifting dynamics of power and identity are critically examined.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".