Children's Literature and Canadian National Identity: A Revisionist Perspective
Bibliographic record
Abstract
Resume: L'auteur rappelle le role essentiel que joue l'institution scolaire dans l'affirmation de l'identite et de la culture canadiennes; il plaide en favour de l'abandon de la vision eurocentrique traditionnelle et d'une plus grande ouverture a la diversite et au pluralisme. A cet egard, l'ecole primaire devrait non seulement sensibiliser les eleves a la variete des productions regionales mais aussi promouvoir l'egalite, la justice et la tolerance grâce a la diffusion d'une litterature de plus en plus multiculturelle. Summary: Canadian children's literature can play an important role in affirming a Canadian culture and identity. The school has always played and, whether we like it or not, always will play, an important role in promoting a national perspective. This article argues that there are commonplaces of our Canadian culture and identity that are inclusive of Canadians of all racial and ethonocultural origins and from all parts of Canada. The promotion of any national viewpoint is usually directed at the secondary level where Can-Lit and Canadian history become a focus for study. This viewpoint has traditionally been a Eurocentric perspective that has ignored the reality of Canada's current diversity. A focus on the secondary level ignores the fact that most societies have traditionally focussed on inducting their youth into the tribe before the age of thirteen. Therefore elementary schools have an important role to play in telling the Canadian story through children's literature, a literature that can not only reveal the splendour of our regional diversity, but one that can promote equity, justice and fairness through the richness of our multicultural literature.
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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 | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.007 | 0.008 |
| Science and technology studies | 0.030 | 0.039 |
| Scholarly communication | 0.017 | 0.004 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.007 | 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".