Bibliographic record
Abstract
The emergence of modern nation-states towards the end of the eighteenth century and the rise of children’s literature in the same period is not coincidental. Children’s literature makes and educates future citizens, and the idea of childhood pervades the rhetoric of nation and citizenship (Sundmark & Kelen; Lucas; Webb; Reimer). If the child is regularly “nationalized” in children’s literature, one can also argue that s/he is just as often “naturalized.” Indeed, ideas about nation, nature and childhood are more often than not conflated in children’s literature discourse (Sundmark; Andersson; Jaques). In this paper, it is the idea of north that is primarily employed to unpack this conceptual complex. The north is understood as a signifier for both nation and nature (Davidson; Grace). All of the Scandinavian countries – or more aptly, the Nordic countries – of course relate culturally and historically to the idea of north. What is attempted here is to show how this “northern” discourse surfaces in a specific Swedish context. How is the north narrated in texts for children? How is it produced? What is the nature of the northern space and place offered children in Swedish children’s books? To just point to a few possibilities: ever since Montesquieu the north has been associated with manliness, rugged nature, strength, individualism, and freedom – qualities which, presumably, are meant to stand in sharp contrast to the effeminate, over-civilized, and weak tyranny of “the south.” But the idea of north and its manifestations is of course much more varied and complex than that. It can represent life-defeating barrenness and cold. It can be evil as in H. C. Andersen’s Snow Queen. The north can also – from the perspective of the majority population – denote the Other: the Inuit and the Sami. In this paper a broad selection of classic Swedish children’s books will be examined, such as Barnen från Frostmofjället, Pappa Pellerins Dotter, and Ronja Rövardotter. The analysis will focus on typically northern settings, such as the forest, and the significance of living under harsh winter conditions.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.006 | 0.006 |
| Science and technology studies | 0.013 | 0.020 |
| Scholarly communication | 0.021 | 0.007 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
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".