Historical Consciousness and Being Québécois : Exploring Young English-Speaking Students’ Interactions with Quebec’s Master Historical Narrative
Bibliographic record
Abstract
In revisiting a dataset of secondary school students’ historical narratives on Quebec’s past, this article’s exploratory study examines five English-speaking youths’ historical consciousness as members of a French-speaking society. Given their community’s simplistic portrayal in the province’s school history program, the study attempts to understand the impact of transmitting a Franco-centric collective historical identity that differentiates and distances Anglophones on these students’ structuring of group boundaries and negotiations of national belonging. A repertory of ideal-type tendencies of historical consciousness is operationalized as an open-ended interpretation key for reading students’ interactions with Quebec’s master narrative. In relying on pre-given significations of the past, the only Traditional-leaning student seeks a hybrid sort of national identity and thereby structures boundaries softly. In contradicting pre-given significations, the remaining Critical-leaning ones seek fuller understandings of being Québécois and structure boundaries more rigidly, either seeking to overcome important narrative gaps or amend the proffered storyline’s perceived shortsightedness. As these five students can think the nation in its intended terms, their affective appropriation of Quebec’s narrative varies. Despite preserving boundaries, they betray a desire for inclusion and acceptance. Further research is, however, called for to verify these findings’ generalizability and to expand on their other potential variations. En revisitant une base de données des récits estudiantins sur l’histoire du Québec, cet article examine la conscience historique de cinq jeunes de langue anglaise vivant dans une société majoritairement francophone. Vu la représentation simpliste de leur communauté dans le programme d’histoire québécois, cet article essaie de mieux comprendre l’impact de la transmission d’une identité collective historique, qui confine les anglophones dans une catégorie d’altérité, sur leurs structurations des frontières groupales et leurs négociations d’appartenance nationale. Un répertoire des idéaux-types de la conscience historique sert comme grille de lecture ouverte pour interpréter les interactions de ces étudiants avec le récit national. En se basant sur des significations préétablies du passé, un de ces étudiants de tendance traditionnelle cherche une identité nationale hybride et structure ses frontières souplement. En contredisant ces significations, ceux de tendance critique visent des compréhensions du Québec plus complètes et structurent leurs frontières rigidement, soit pour surmonter des lacunes dans le récit ou pour amender sa vision étroite. Les cinq peuvent penser la nation selon la trame collective, mais leur connexion émotive envers elle varie. Malgré le maintien des frontières, ils cherchent à être inclus et accepté. D’autres recherches sont toutefois nécessaires pour vérifier et élaborer ces données.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".