FOREVER DIVIDED? ASSESSING THE “NATIONAL᾿ QUESTION AND THE GOVERNANCE IN EDUCATION THROUGH A REEXAMINATION OF QUÉBEC’S 1789 REPORT ON EDUCATION / À JAMAIS DIVISÉ ? UNE ANALYSE DE LA QUESTION NATIONALE ET DE LA GOUVERNANCE EN ÉDUCATION PAR LE BIA
Bibliographic record
Abstract
This paper explores the question of “national᾿ dualism in Quebec education through a historical investigation of one of the earliest school reports in Quebec history. The report, released in 1789, recommended the integration of Quebec’s cultures in a free system of elementary and secondary education crowned with a bilingual university. Why have more than two centuries passed without any sign of cultural integration in education? What does this mean for the future of Quebec schooling? Are Quebec educational leaders grappling with the same questions that plagued the province in the eighteenth century? Are there any new answers? Or, has Quebec forever resolved itself to a “nationally᾿ divided system of education. A JAMAIS DIVISE ? UNE ANALYSE DE LA QUESTION NATIONALE ET DE LA GOUVERNANCE EN EDUCATION PAR LE BIAIS D’UNE RE-EVALUATION DU RAPPORT DE 1789 SUR L’EDUCATION AU QUEBEC L’article explore la question de la dualite «nationale» au sujet de l’education au Quebec grâce a une analyse historique d’un des plus anciens rapports sur l’etat de l’education au Quebec. Depose en 1789, le rapport du Comite special d’education, recommanda l’integration des cultures du Quebec dans un systeme scolaire gratuit de niveaux elementaire et secondaire avec une universite bilingue qui chapeaute le tout. Pourquoi plus de deux siecles se sont ecoules sans aucune proposition d’integration culturelle en education ? A partir de cet etat de fait, que peut-on conclure sur l’avenir de la scolarisation au Quebec ? Est-ce que le leadership en education au Quebec affronte les meme difficultes qui causaient beaucoup de tracas dans le Quebec du dix huitieme siecle ? Est-ce que de nouvelles approches sont proposees ? Le Quebec a-t-il decide de concevoir pour de bon son systeme scolaire comme etant divise sur des bases nationales ?
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.012 | 0.019 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 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 source (direct Gemma or distilled Codex), 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".