La conscience historique de jeunes franco-ontariens d’Ottawa : histoire et sentiment d’appartenance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
RésuméLes écoles de langue française de l’Ontario inscrivent au cœur de leur projet éducatif la mission de transmettre aux élèves francophones une culture commune et un patrimoine historique et de favoriser leur appartenance à l’identité franco-ontarienne. Cet article vise à vérifier si l’Ontario français constitue un point d’ancrage dans la conscience historique des jeunes francophones et s’ils ont recours au passé pour se forger une identité de citoyen. Nous avons mené une enquête dans deux écoles secondaires d’Ottawa et dans une classe de didactique de l’histoire à l’Université d’Ottawa, où les élèves et les futurs enseignants devaient indiquer leur degré d’attachement identitaire et rédiger un récit sur l’histoire l’Ontario. Il en résulte qu’une appartenance forte à l’identité franco-ontarienne amène les jeunes à puiser dans le passé de l’Ontario français pour consolider et renforcer cette identité dans leur conscience de citoyen. À l’opposé, une identité canadienne et ontarienne forte se traduit pour les élèves par un récit moins engagé politiquement et plus descriptif centré sur l’histoire de son pays ou de sa province.AbstractA central pillar of French-language schooling in Ontario is the mission to transmit a shared culture and history to Francophone students, and encourage their attachment to Franco-Ontarian identity. This article aims to verify whether French Ontario is an important component of the historical consciousness of young Francophones, and if they turn to the past to forge their identities as citizens. Students in two Ottawa secondary schools and future teachers in a history education class at the University of Ottawa were asked to indicate their degree of attachment to Franco-Ontarian identity and to create an account of Ontario history. We found that a strong sense of belonging as Franco-Ontarians leads young people to look to the past to help them construct and reinforce their identity as citizens. On the other hand, strong Canadian and Ontarian identities are expressed by students in more descriptive—and less politically engaged—accounts of the history of their homeland or province.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it