Negotiating Identities through Canadian Multicultural and Indigenous Picturebooks: A Collective Autobiographical Narrative Inquiry
Bibliographic record
Abstract
Canadian multicultural and Indigenous picturebooks greatly influence both children's and educators' being and becoming. Identity is closely related to our engagement with literacy practices, including book reading. In this paper, two researchers who immigrated from Mainland China engage in autobiographical narrative inquiry, a methodology that asks the researchers to self-face, and to "world"-travel to our earlier landscapes, times, places, experiences, and relationships. In personal, educational, and academic settings, we tell and retell our storied experiences of critically reading four multicultural and Indigenous Canadian picturebooks, to fight the hegemony of the Canadian dominant culture. Our article sheds light on the importance of negotiating one's identity in multicultural and Indigenous picturebooks, as little work presents minority educators' and adult newcomers' voices of reading diverse Canadian picturebooks. By making visible our critical reading experiences, this inquiry opens space to maximize the outcomes of utilizing children's literature in teaching and learning.
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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 | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".