The Representation of Home in Canadian Children 's Literature /La représentation du chez-soi dans la littérature de jeunesse canadienne
Bibliographic record
Abstract
Les auteurs du présent article soutiennent que l'étude du «chez-soi» dans les romans pour la jeunesse permet d'accéder aux valeurs socioculturelles fondamentales que ceux-ci véhiculent. L'analyse porte tout particulièrement sur les constantes narratives de plusieurs romans canadiens, anglais et français, qui ont paru entre 1975 et 1995, et qui ont obtenu des prix littéraires. Il semble que les romans francophones privilégient un «ailleurs» qui, involontairement au non, s'impose à l'espace familial au familier, tandis que dans la plupart des romansanglophones, le personnage enfant choisit des,etablir ailleurs, mais à une différence majeure près: l' «ailleurs» est choisi par le personnage enfant mais se voit plus volontiers assimilé au «chez soi». \n \nIn this paper,the authors begin from the premise that a study of the idea of "home" in Canadian children's literature allows access to the values, beliefs, and assumptions of this literature. They compare French-language and English-lan guage novels that won awards in Canada between 1975 and 1995, considering in particular the narrative patterns of these novels. They conclude that there is a clear dominant pattern in French Canadian children's novels, in which an "away" in vades or is invited into the home; this pattern is also popular in English Canadian children's novels, but the most prevalent pattern is one in which an "away" setting is chosen as home by the central child character. In their analysis of these award winning novels, the authors begin to speculate on the significance of the differences and similarities they have found.
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 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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".