Notice bibliographique
Résumé
Ever since the 1951 Report of the Royal Commission on National Development in the Arts, Letters and Sciences (the Massey Commission), the term culture has taken on an ever-increasing range of meanings.1 The Massey commissioners thought of culture largely in terms of the traditional highbrow visual and performing arts activities and serious literature. They were concerned with the threat posed to these activities by an increasingly all-pervasive American lowbrow popular culture reaching Canadians via radio, television and the print media. In their pursuit of a liberal humanistic democratic society, the commissioners urged the government to nurture the expansion of highbrow cultures, francophone and anglophone. The government responded, somewhat belatedly and in a piecemeal fashion, to the commissioners' many recommendations, but their intended goal of state-funded educational and uplifting cultural programmes was never fully implemented nor achieved in the way they had envisaged. Why? largely because Canadians, in a society transformed dramatically by new information and communication technologies, extensive post-war immigration, and rapidly changing social values and norms of behaviour, came to perceive and experience cultures) in ways completely unforeseen by the Massey commissioners. Canadians debate and experience cultural pluralism, including traditional highbrow visual and performing arts, all matter of popular cultures, youth countercultures, corporate and business cultures, political cultures, family cultures, religious cultures, etc. constructions, deconstructions and reconstructions of past, present and future are intimately related to the expanding pluralist nature of the various communities - family, local, regional, national and international - that we adopt, inhabit, alter and often abandon for other cultural experiences. Cultural expression, in the words of James Marsh and Jocelyn Harvey, more and more bound up with the development of cultural industries, which play a key role not only in disseminating works, but in forming the way in which the culture itself is perceived.2 It is the various challenges posed by the commercialization of cultures and the nexus of connections inherent in this tension-ridden environment of cultural pluralism that this seemingly eclectic collection of essays explores. What these essays do share is a common belief that cultures, however defined, experienced and turned to commercial ends, matter. They matter because cultures and everything they represent remain central to shared human experience. The construction of a tradition of literary classics and national literary icons has been a long and arduous task for the literary and publishing establishments. This process was aided and abetted greatly by L.M. Montgomery's immensely popular 1908 novel, Anne of Green Gables. Cecily Devereux analyzes how and why the nationalism of our Anne of Green Gables was immediately, and continually to this day, transformed from a Canadian Classic into a highly lucrative commodity export. The American, British, Australian and Japanese publishing establishments appropriated Anne of Green Gables into their respective national and nationalist discourses of children's literature, theatre and films. Canada's quintessentially British-Canadian Anne of Green Gables was reconstructed into very different American, British, Australian and Japanese Annes of Green Gables. If sizeable profits were to be had in the process, and they most certainly were and are, then so much the better! Devereux is drawn to conclude that Anne's circulation as a 'commodity' may well thus serve as an index not of difference at all - local, national or global - but of a fundamental ideological sameness in the representation and in the narratives of national identity. National values and themes managed to trump universal values and themes underlying our Anne because these are so much easier to communicate and commercialize. …
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.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,013 | 0,055 |
| Communication savante | 0,014 | 0,011 |
| Science ouverte | 0,001 | 0,010 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».