Linguistic Ideology and State Power: German and English Education in Ontario, 1880–1912
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
Abstract: This article analyzes the relationship between German and English in Ontario's educational system between 1880 and 1912. It examines textbooks, curriculum, and the linguistic ideology of the Education Department. It charts the transition of German from one of three languages of instruction alongside English and French to an elective subject. By connecting German to other language debates in the period, this study expands our view of English–French relations in Ontario. The analysis of several languages also contributes new perspectives on bilingual education in North America. In addition, the focus on linguistic and cultural policies reassesses the layers of state power and the rising authority of the provincial education bureaucracy. Finally, by situating the educational experience of German-speaking children and the goals of German-speaking parents within the broader context of projects of standardization in the late nineteenth century, the author challenges the assumption about the singular importance of the First World War on German language and culture in Ontario and more broadly in Canada and the United States.
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 | 0.000 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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