Multiple Learnings about Identity from Narrative Research: Canadian War-Brides as Teachers and Catalysts.
Bibliographic record
Abstract
ABSTRACT. This study illustrates how stories about people’s experiences half a century ago can still be of educational value today. Using as a case example an interview-based study with war-brides who came to Canada after World War II, the authors show how reflexive narrative research can be a catalyst for learning for several groups of people on at least two main levels, in relation to the concept of identity. This methodology can stimulate learning for the researchers themselves, both personally and professionally, as well as for the research participants. Also, it has the potential to be a catalyst for learning by people interested in the findings of such research, in this instance students and teachers, researchers working on other projects, those who are “newcomers᾿ today, and those responsible for policies and services to assist them with resettlement. MULTIPLES APPRENTISSAGES A PROPOS DE L’IDENTITE A PARTIR DE LA RECHERCHE NARRATIVE : LES EPOUSES DE GUERRE CANADIENNES EN TANT QU’ENSEIGNANTES ET CATALYSEURS RESUME. Ce travail illustre comment le recit des experiences vecues il y a un demi-siecle conserve aujourd’hui une valeur educative. Citant comme un cas type une etude fondee sur une entrevue avec des epouses de guerre arrivees au Canada apres la Seconde Guerre mondiale, les auteures demontrent comment la recherche narrative reflexive peut servir de catalyseur de l’apprentissage pour plusieurs groupes, et ce sur au moins deux plans importants lies au concept d’identite. Cette methodologie peut stimuler l’apprentissage pour les chercheurs eux-memes, tant sur le plan personnel que professionnel, de meme que pour les participants a la recherche. Elle peut egalement servir de catalyseur de l’apprentissage pour les personnes interessees a connaitre les resultats de ce type de recherche, en l’occurrence, les etudiants et les enseignants, les chercheurs qui travaillent a d’autres projets, les « nouveaux venus » d’aujourd’hui, ainsi que les responsables des politiques et des services afin de les aider dans le processus de reinstallation.
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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 | 0.016 | 0.028 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.047 | 0.049 |
| Scholarly communication | 0.023 | 0.011 |
| Open science | 0.003 | 0.019 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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".