BREAKING STEREOTYPES WITH CHILDREN'S FICTION: SEEKING PROTAGONISTS WITH SPECIAL NEEDS
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
North American children’s authors have not been inclusive of characters with special needs when it comes to assigning the role of protagonist. While books with depictions of characters with identified exceptionalities have appeared on bookstore shelves and awards’ lists, these characters have generally been relegated to subsidiary positions, assisting other main characters in their growth and development without demonstrating parallel learning. Children require book collections which explore a broad array of characters, encouraging them to discover real life heroes within and among themselves. Scanning the list of American Newbery and Canadian Governor General’s Award winners for English text over the last twenty years, it’s interesting to note that while a number of titles for children contain characters with identifiable special needs, in all but two cases these characters are relegated to subsidiary positions. Their main purpose thus appears to be supporting the protagonist’s learning and growth, without an exploration of their own potential to develop throughout the course of the story. If these characters are created sensitively, they do not propagate stereotypes based on narrow thinking related to their particular issues or disabilities; as subsidiary characters, however, they also do not serve to correct stereotypes related to perceptions of people with exceptional needs as incapable of leadership or heroism. It is no simple oversight that books centering on characters with special needs have missed the awards lists. In fact, there is a dearth of children’s titles which illuminate characters with disabilities, in anything beyond secondary positions. Thus, while individual characters may not support stereotypes, the larger body of work for children, due to the absence of main characters with special needs, serves to continue the marginalization of people with disabilities. In books, as in society, people with challenges have been passed over for the role of hero in favour of someone whom popular culture perceives as more able to get the job done. Common stereotypes include the idea that people with exceptionalities are generally not capable, persistent, or independent, have communication difficulties, lack a sense of humour, and that a single disability is somehow all encompassing. In public, this is evidenced by someone speaking louder to a new acquaintance in a wheelchair, assuming that somehow because they are on wheels their hearing is also affected. It is apparent in the manner in which communication attempts are initially attempted through a companion, rather than directly to a person with visible differences. It has been apparent in the workplace, where people with disabilities have not historically had fair opportunities to demonstrate their worth.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle