Scuola, infanzia e culture in Quebec : le politiche educative interculturali dal paradigma culturalista al paradigma civico
Bibliographic record
Abstract
This article presents a historical analysis and critical reflection on the ways that Quebec has responded to and continues to respond to the problem of providing state education in a society that is traditionally multicultural, multiethnic and plurilingual. In particular the paper looks at legislation, regulations and educational policies which have been formulated in response to the challenge of creating a state education system that is capable of building a “Quebecan childhood”. A reading of the “ideal curriculum” gives us little idea of the educational realty of a country. Yet in Quebec, like elsewhere, educational policies give out a signal that indicates how a society wants to represent itself, its values, and its conception of childhood. After a brief survey of the multiethnic origins of Quebec we examine law 101 (1977) which sanctions French as the official language of education and the divisive debate that has followed its introduction and successive modifications. Secondly we examine the recent laicisation process of Quebecer schools sanctioned by law 118 (June 2000) and the profound implications culture, politics and identity. In a province where religious identity has traditional been delineated by the two majority groups, the laicisation of public education has very particular cultural implications and meanings. We then analyse the official assumptions regarding the intercultural vocation of state schools (paragraphs 9-11). The combination of these breaks with traditional perspective highlights paradoxes within a society that wishes to abandon the logic of “communities “ without embracing the reductio ad unum characterised by some European models. The article concludes with a critical analysis of the pedagogical models concerning intercultural education and a comparison between Quebecer and European models, including that of Italy .
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.009 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 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".