L’appartenance entrecroisée à l’héritage historique et au pluralisme contemporain chez des étudiants franco-ontariens
Bibliographic record
Abstract
Cet article s’appuie sur les données d’une étude qualitative effectuée de janvier à juin 2014 auprès d’étudiants collégiaux et universitaires franco-ontariens. Des entretiens semi-structurés ont été effectués auprès de 18 étudiants et étudiantes pour explorer les enjeux linguistiques qui se manifestent durant leurs parcours postsecondaires. Selon les modalités d’appartenance définies par Breton (1994), l’analyse démontre qu’une majorité d’étudiants rapportent avoir un sentiment d’appartenance à un héritage culturel franco-ontarien tout en mobilisant un répertoire culturel qui englobe la culture, l’histoire et le territoire. De plus, dans le cadre de cette étude, une nouvelle dimension de l’appartenance émerge : l’affirmation d’une francophonie contemporaine plurielle. Cette étude démontre le développement d’une appartenance entrecroisée qui comprend à la fois l’appartenance à l’héritage d’une communauté francophone historique et l'appartenance à une communauté franco-ontarienne contemporaine plurielle qui comprend des jeunes francophones d’origines ethniques et raciales diverses. This article explores data drawn from a qualitative study conducted between January and June 2014 with Franco-Ontarian college and university students. Semi-structured interviews were conducted with 18 participants to explore their postsecondary pathways and linguistic issues. Using Breton’s (1994) modalities of belonging, this analysis reveals that a majority of participants are attached to a Franco-Ontarian cultural heritage and that they mobilize a cultural repertoire which includes culture, history and territory. In addition, a new dimension of belonging emerges from the data with the affirmation of a plural contemporary francophone community. This study illustrates the development of an intertwined sense of belonging to an historical francophone community heritage and a contemporary diverse Franco-Ontarian community which includes young Francophones from various ethnic and racial backgrounds.
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".