L’évolution du traitement de l’islam et des cultures musulmanes dans les manuels scolaires québécois de langue française du secondaire
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
La présente étude porte sur le traitement de l’islam et des musulmans dans 21 manuels scolaires de langue française du secondaire québécois utilisés durant l’année scolaire 2003–2004. Trois thèmes spécifiques ont été étudiés : l’islam et les cultures musulmanes, le monde musulman au plan international (événements historiques, relations entre civilisations et situations économique, démographique et politique) et les musulmans au Québec et au Canada. Les 117 extraits identifiés montrent que malgré la disparition des qualifications ouvertement négatives identifiées dans des études antérieures des manuels des années 80, on constate néanmoins la persistance d’er-reurs factuelles et d’une présentation ethnocentrique et stéréotypée. Il faut souligner tout particuliérement un traitement historique largement légitimateur des actions de l’Occident ainsi qu’une forte tendance à l’essentialisation et à l’homogénéisation des cultures musulmanes et la presque absence des musulmans comme citoyens canadiens ou québécois. Plusieurs facteurs sont discutés pour expliquer ces résultats. Des pistes de recherches futures sont également suggérées afin de cerner cette problématique complexe de différents angles. The present study examines the coverage of Islam and Muslims in twenty-one French-language high-school textbooks used in Quebec in 2003–2004. Three main themes were studied: Islam and Muslim cultures, the Muslim world at the international level (historical events, relations among civilizations, as well as the economic, demographic, and political situations), and Muslims in Quebec and Canada. The 117 excerpts we identified show that despite the disappearance of the openly negative attitudes towards Islam and Muslims identified in earlier studies of 1980s textbooks, ethnocentric and stereotypical presentations, as well as factual errors, still abound. We must particularly underline the coverage of historical events that largely legitimizes Western actions, a strong tendency towards homogenizing and essentializing Muslim cultures, as well as a near total absence of Muslims as Quebec and Canadian citizens. Several explanatory factors are discussed to account for the findings. Suggestions for future research are made in order to examine this complex topic from various angles.
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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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| 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