Gaining Nationhood: A Comparative Analysis of Images Found in Ontario and Quebec History Textbooks, 1920 to 1948
Bibliographic record
Abstract
The centenary of the beginning of the First World War has seen renewed global attention to the war. A proliferation of scholarly works, commemorative public events, documentaries, and museum exhibits dedicated to the war ensured that the participating nations reaffirmed messages of service and sacrifice. The global response provides some insight into how nations crafted the memory of the war and the links made between remembrance and national identity. The Canadian War Museum, along with various state commemorations, encased the events of the war within narratives of heroism and sacrifice, most recently with the celebratory focus on the Battle of Vimy Ridge. This renewed interest in the war inspired this study, which explores how the war was portrayed in Ontario and Quebec history textbooks in the immediate post-war decades. This project argues that an analysis of both the textual narratives and the visual culture portrayed in history textbooks helps us better understand messages of nationhood in Canada. Through an examination of history textbooks that were approved in Ontario and Quebec between 1920 and 1948, we seek to uncover what the Ontario Department of Education, the Catholic church, and publishers felt were important for students in schools to remember about Canada’s participation in the war.RésuméLe centenaire du début de la Première Guerre mondiale a contribué à renouveler l’intérêt du public pour la Grande Guerre. On observe alors une prolifération des ouvrages académiques, des événements commémoratifs publics, des documentaires et des expositions muséales qui y sont dédiés et dont le but est de réaffirmer le message de service et de sacrifice des États qui y ont pris part. Ces ouvrages et événements donnent un aperçu de comment les nations construisent leur mémoire de la guerre ainsi que des liens tissés entre le devoir de mémoire et l’identité nationale. Le Musée canadien de la guerre, ainsi que plusieurs commémorations gouvernementales, synthétisent les événements de la Grande Guerre dans un récit d’héroïsme et de sacrifice. Un exemple récent de cela est l’intérêt porté à la bataille de la crête de Vimy. Cet intérêt renouvelé envers la Grande Guerre a inspiré cette étude qui explore comment celle-ci a été représentée dans les manuels scolaires de l’Ontario et du Québec dans les décennies suivants la fin de la Première Guerre mondiale. Ce projet propose qu’une analyse des manuels centrés sur les récits textuels et de la culture visuelle aide à mieux comprendre les messages associés à la construction de la nation canadienne. À partir d’un examen des manuels scolaires approuvés pour l’Ontario et ceux disponibles pour le Québec entre les années 1920 et 1948, nous cherchons à découvrir ce que le Département de l’Éducation de l’Ontario, l’Église Catholique et les maisons d’éditions considéraient comme étant importants à ce souvenir à propos de la participation du Canada à la Première Guerre mondiale.
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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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.006 | 0.010 |
| Science and technology studies | 0.014 | 0.008 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 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".