Children's Literature and Canadian National Identity: A Revisionist Perspective
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
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.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.005 | 0.004 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.003 | 0.005 |
| 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