How power-sharing includes and excludes non-dominant communities: Introduction to the special issue
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
As the introduction to the special issue titled Democratisation in Divided Places: Designing Power-Sharing Institutions for Broad Inclusion, this article situates the themes, issues, and findings of the issue in a broad disciplinary perspective. Drawing from theories of constitutional design, peacebuilding, democratisation, and ethnonational accommodation, the article outlines the trade-offs that power-sharing faces in war-to-peace transitions and the implications for non-dominant groups. We articulate what we see as a central problem with contemporary power-sharing arrangements, a phenomenon we call the ‘exclusion amid inclusion’ dilemma. That is, for power-sharing to create stability and pacify the dominant groups, it must marginalise non-dominant groups. These are groups who were neglected in the original design of power-sharing institutions, who remain on the sidelines of postconflict politics, and who face major institutional constraints on their representation and participation in the power-sharing arrangement. Using ‘exclusion amid inclusion’ as an analytical lens, we explain how the articles included in the special issue highlight how different societies have grappled with the question of facilitating broad inclusion in the design of political power-sharing institutions.
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 | 0.003 | 0.002 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 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 it