The Production of North American and German Democracy Promotion Expertise: A Practice Theoretical Analysis
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 international relations, there is regular reflection about the complex relations between academic and various kinds of practical knowledge. In this article, we add to these reflections using the example of democracy promotion expertise. We develop a practice–theoretical methodology based on the sociology of Pierre Bourdieu and extensions of it in the communities of practice literature. We also include a comparative dimension by studying epistemic practices in North America and Germany. Our analysis shows the importance of knowledge translating between academia and democracy promotion practice and the prestige and capital of roaming experts who cross epistemic boundaries that otherwise divide actors. To varying degrees, roaming experts contribute to practice-oriented translations of academic insights and the identification of problems stemming from ongoing practice that are important in democracy promotion. We show that processes of problem construction are regulated by conventions that homogenize epistemic practices and evidence, with only selective attention paid to emancipatory demands or epistemes from the Global South. While our research shows some epistemes and demands conflict with Western norms, Global South epistemes and demands are most often turned into arguments for further liberal democracy promotion.
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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 | 0.000 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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