Diversity, Equity, and Inclusion for Peace? Making Visible Epistemic Exceptionalism in Peacebuilding Discourse
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
The murder of George Floyd on 25 May 2020, at the hands of a Minnesota police officer in the United States propelled social justice-related discourses and the normative agenda of Diversity, Equity and Inclusion (DEI) to the fore in media, academia, and popular culture. Even during a heightened moment of structural violence, Global North peacebuilding institutions located in Turtle Island (North America) remained largely silent in critical debates around the potentials and limits of DEI in confronting structural oppression in its own context, while promoting ‘inclusive peace’ in conflicts located in the Global South. This article problematizes this dynamic, drawing on decolonial theories in IR and peace studies to signal the tension between DEI literature and decolonial theory to develop the concept of epistemic exceptionalism that makes visible the bypassing of coloniality within peace studies and its production of knowledge. It argues that critically relating DEI to peacebuilding discourse (beyond a performative box-ticking exercise) creates the emancipatory potential to reframe and address structural conflicts in the Global North.
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 | 0.002 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.005 |
| 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