Catholic vs. Secular Public Schooling: Shifting Hegemony in Morinville, Alberta
Bibliographic record
Abstract
Until July 2012 Catholic schooling was the only public education option in the town of Morinville, Alberta, embedded within the town’s historic francophone-Catholic identity. By 2012 town demographics had changed dramatically enough to challenge this pillar of Catholic hegemony. Catholicism had become the minority faith, and a demand for a secular schooling option galvanized during the town’s 2010 municipal elections. The argument seemed straightforward: Non-Catholic families have a right to choose non-faith-based education for their children, and so a secular option must be made available to them within the community. However, the more complex issue was negotiating authority away from the town’s Catholic minority, mediated through educational institutions and schooling as fundamental loci for reinforcing and reproducing Catholic hegemony. Through an administrative anomaly embodying the legacy of Canadian colonial history, non-Catholic families were unable to petition to establish a secular option in Morinville via Alberta’s School Act (2000) and s. 93 of the Constitution Act (1867) because they did not represent the minority faith. New legislation – The St. Albert and Sturgeon Valley School Districts Establishment Act [Bill 4] – creating an exception was necessary to facilitate a solution. This paper examines the sociohistorical context in which this secular school episode in Morinville unfolded; how Catholic hegemony was asserted against external challenges, as well as internal challenges that were constructed as “external”; and how Catholic hegemony is being reasserted through an emergent “First Families” narrative that resituates legitimacy and authority with heritage linked to Morinville’s francophone-Catholic founders.
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 | 0.001 | 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 | 0.032 | 0.016 |
| Scholarly communication | 0.007 | 0.001 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".