Deaf Education, the Politics of Humanitarianism, and State Formation in Saskatchewan and Alberta, 1880-1931
Bibliographic record
Abstract
This study traces the development of deaf education in Alberta and Saskatchewan between 1880 and 1931 and its corresponding effects on state formation in Western Canada.Through this topic, it identifies a rise of deaf politics in the wake of the First World War that achieved notable successes in Saskatchewan in the interwar period.A new term for discussing oppressive attitudes against deaf communities from hearing people, humanitarianism, is proposed and explored.These provinces took decades to develop state institutions that were meant to ensure "productive" and "independent" futures for deaf children in the burgeoning nineteenth-century liberal colonial order on the Prairies.In doing so, they began to define their own provincial boundaries, both in the sense of geography and responsibility.They also began to define theoretical boundaries between deafness and hearing, intellectual ability and disability, as well as rights and humanitarian assistance.The development of deaf education in Alberta and Saskatchewan, I argue, pushed emergent provinces to accept the rights of deaf youth to education, though this process was uneven and did not represent a straight teleological arch.Deaf associations and individuals themselves pushed the provinces and took leadership roles in this process, making them heretofore unrecognized political agents in search of rights.Chapters include considerations of deaf education as an instrument of settler colonialism, histories of hearing and deaf families with deaf children, the role played by the Manitoba School for the Deaf in marking intellectual disability in the three Prairie provinces, and the role of the Western Canadian Association of the Deaf in the founding of the Saskatchewan School for the Deaf in 1931.
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 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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.014 | 0.009 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".