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Enregistrement W83479296

Multicultralism: Bridging Ethnicity, Culture, Religion and Race

2008· article· en· W83479296 sur OpenAlexaboutno aff
Leo Driedger

Notice bibliographique

RevueForum on public policy · 2008
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueCanadian Identity and History
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésSolidarityMulticulturalismSociologyEthnic groupRacismPluralism (philosophy)Gender studiesImmigrationCultural assimilationCitizenshipPolitical scienceLawAnthropologyEpistemology
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

Introduction Before Trudeau's 1971 announcement on bilingualism and multiculturalism, studies focused on British and French charter group relations, and assimilation of others to these dominant languages and cultures (Driedger, 2000). During the seventies and eighties multiculturalism got a boost from a royal commission, and much research focused on multiple identities and pluralism, which generated much research on cohesion, solidarity and conflict. Since the eighties, more demographic diversity led to increased work on race, racism, and the challenges of inequality, and human rights. We shall discuss these periods of research and debates in that order in this paper. Unfortunately, much has been left out, such as contributions by French sociologists, research on first nations, and much more. Early Chicago sociologists, sometimes referred to as Chicago did extensive research in cultural pluralism and ethnic relations. Those particularly concerned with ethnic studies included Robert E. Park, W.I. Thomas, Louis Wirth, and their students (Persons, 1987:33). Thomas and Park emphasized quite different assimilationist and pluralist contributions, and two of their students, Karl Dawson and Everett Hughes, who began Canadian sociological studies at McGill University in Montreal, also emphasized ethnic and race relations. Robert Park is well known for his race relations cycle which evolved as a sequence of stages from the initial social contact (which often resulted in conflict) to competition, accommodation, and, finally, assimilation of ideas, cultures, or populations. In contrast, W.I Thomas and F. Znaniecki's five volume The Polish Peasant in America, dealt with reorganization to maintain ethnic solidarity. S.D. Clark (1975, 1976) has done helpful historical overviews of sociology in Canada where he expounds on students of the Chicago School, who did important work in ethnic and race relations, including C.A. Dawson and Everett Hughes who both came to Montreal to begin sociology in Canada at McGill University. Carl A. Dawson, a graduate of Chicago, came to McGill University in Montreal in 1922 to found the Department of Sociology (Clark, 1976:134-135). Dawson had studied with Park and began his ethnic research in Montreal, and later turned to research of ethnic groups on the western prairies (Persons, 1987:74). In Canada there were fears of cultural disunity, similar to fears in America, especially as large numbers of immigrants entered eastern cities and the West. The British, who were the majority in Canada at that time, pushed hard for restricting immigration to groups from Britain and the countries of northern Europe. Some students of Dawson's began using metaphors such as patchwork quilt and mosaic, so McGill researchers were quite controversial, seen as being too sympathetic to pluralism and a diversity of immigrants (Persons, 1987; Shore, 1987:233). It was to this Montreal setting that Everett Hughes came in 1927 to join Dawson at McGill after taking his Ph.D. at Chicago. While Dawson never learned French, Hughes did; the two divided their research, with Hughes studying Quebec, and Dawson studying the West. In his eleven years at McGill, Hughes quickly discovered that the Chicago theories did not fit well into the study of the French-Canadian experience. Hughes broke decisively with the Chicago ethnic assimilation doctrines, in publishing French Canada in Transition. Horace Miner, a student of Hughes at McGill, studied St Denis, a rural Quebec parish, as a village counterpart which was not influenced by industry, and in 1949 Miner revisited St Denis and published changes he found (Guindon, 1988, Jateau, 1992:322-5). The studies of Hughes and Miner broke new ground in that they did not follow the Parkian race relations cycle, but rather followed the ethnographic methods of Robert Redfield (anthropologist at Chicago) and his study of villages in Mexico. Ethnic communities were studied in their own right, more akin to earlier Chicago interests of Thomas and Znaniecki and Polish communities. …

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 enseignants

Ni 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.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,002
Version: metacan-v3-hybrid-931329e0061cStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: Théorique ou conceptuel
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,985
Score d'incertitude au seuil0,059

Scores du classifieur distillé par catégorie (deux têtes)

CatégorieCodexGemma
Métarecherche0,0010,002
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0020,004
Études des sciences et des technologies0,0050,008
Communication savante0,0050,004
Science ouverte0,0010,005
Intégrité de la recherche0,0020,003
Charge utile insuffisante (le modèle a refusé de juger)0,0180,001

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.

Tête enseignante Opus0,025
Tête enseignante GPT0,285
Écart entre enseignants0,260 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_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

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeThéorique ou conceptuel
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations1
Publié2008
Routes d'admission1
Résumé présentoui

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