Historical Consciousness and the Structuring of Group Boundaries: A Look at Two Francophone School History Teachers Regarding Quebec’s Anglophone Minority
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
This article looks at the impact of historical consciousness on the structuring of group boundaries among national history teachers within Quebec’s context of group duality between Francophones and Anglophones. By using an “open‐ended interpretation key” for taking into account how teachers interact with temporal change for negotiating their ethno‐cultural agency toward the Other, this article specifically focuses on the different understandings that two teachers of the Franco‐Québécois majority develop from the past for knowing and engaging with the Anglo‐Québécois. By grasping whether they recognize the latter’s moral and historical agency in time, the degree of both educators’ sensitivity to Anglophone social realities and historical experiences become clear, as do their willingness to transmit such information to their students. On the whole, despite demonstrating a more or less equal capacity to develop plausible‐like understandings of the past, both teachers offer two diverging attitudes for dealing with the Other, which ultimately reflect two main opposing social discourses over how to properly confront memories of the “French–English Conflict.” Given the potential burden of these debates on how teachers (and students) historicize inter‐group realities, the article ends with proposing a means of teaching history that fosters the development of autonomous and conscientious engagements with the past. Not only does this approach entail respecting differences in opinions and choices, but also highlights the potentials of embracing change for improving the quality of common future life.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.005 |
| 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 it