La construction identitaire par l’enseignement de la littérature acadienne dans les écoles secondaires du Nouveau-Brunswick
Bibliographic record
Abstract
Dans tous les milieux minoritaires, la question identitaire fait surface, car inévitablement, une culture est dominante, l’autre est dominée. Cette dernière doit constamment se battre pour survivre et faire face à l’insécurité culturelle. L’école étant un des premiers contextes sociaux structurés dans lequels s’insère l’enfant au cours du processus de construction identitaire, nous aimerions démontrer que l’enseignement en général, mais plus précisément la littérature et son enseignement, constitue un outil très important pour valoriser une culture. Nous tenterons donc de déterminer dans quelle mesure le ministère de l’Éducation du Nouveau-Brunswick perçoit les textes littéraires acadiens comme véhicules favorisant ce processus. En conséquence, nous examinerons les critères théoriques, littéraires et pédagogiques qui guident le Ministère dans son choix de textes, de même que sa perception de l’apprentissage de la culture en général, de la culture acadienne et de l’ouverture aux autres cultures.
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.
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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.012 | 0.014 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 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".