From Expansive Learning to Enunciatory Learning: Activist-Educators’ Work for a Deeper Democracy in South Korea <sup/>
Bibliographic record
Abstract
This study examines the work of activist-educators in South Korea striving to deepen democracy by teaching democratic citizenship within a hybrid national context shaped by coloniality, neoliberalism, and Cold War legacies. Based on ethnographic fieldwork across three organizations, this research critiques the developmental assumptions of Engeström's expansive learning, which insufficiently captures the ambivalence and hybridity that characterize these activists’ efforts. Drawing on Homi Bhabha's postcolonial theory, this study proposes a new approach called “enunciatory learning,” which emphasizes the navigation of ambivalence, transcendence of fixed signifiers, and consideration of the double temporality in pedagogical processes. This approach captures the work of activist-educators, who create in-between spaces that challenge homogeneous notions of democracy and citizenship, thus fostering alternative identifications and participatory practices. This study argues for the importance of undertaking continuous but nuanced efforts to disentangle hybridity as valuable steps toward transformative democratic alternatives in contexts marked by cultural and political complexities.
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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 | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 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".