Borderline Cases: Crossing Borders in Canadian Communication Studies, 1960s–1980s
Bibliographic record
Abstract
Communication studies has been shaped by the affective contexts of border cultures and bordering practices. Human experiences of living in borderlands, of migrating across borders, and the concomitant bridging of cultural and linguistic contexts have influenced theories, metaphors, and methods within communication and media studies. The multicultural and multilingual contexts of Canada and Quebec provide an important case study for a history of communication and media studies across the Americas. This paper explores the history of these fields in the Canadian context through the lens of bordering practices: Canada–US relations, but also the cultural and linguistic borderlines between English Canada, Quebec, and beyond. I develop these themes by exploring specific cases and considerations of early Canadian scholars and programs, as well as key organizations and publications. If 1950s and 1960s new media, including primarily television, promised to de-emphasize official borders, where circuits of media accessibility began to knit US and Canadian cultural practices together, we should not neglect the forces of national concerns on media industries or use. My goal in this paper is not to contribute another institutional study, but rather to offer an interpretative lens on intersecting histories of the field in the context of Canadian pluralisms. | Los estudios en comunicación se han visto configurados por los contextos afectivos de las culturas fronterizas y las prácticas fronterizantes. Las experiencias humanas de vivir en las zonas fronterizas y de migrar a través de fronteras, así como los puentes que se tienden entre contextos culturales y lingüísticos, han incidido en teorías, metáforas y métodos dentro de los estudios de comunicación y medios. Los contextos multiculturales y multilingües de Quebec nos proporcionan un importante caso de estudio para una historia de los estudios de comunicación y medios en las Américas. En este trabajo se explora la historia de estos campos en el contexto canadiense, con la mirada puesta en las prácticas fronterizantes: las relaciones entre Canadá y Estados Unidos, pero también las fronteras culturales y lingüísticas entre la Canadá anglófona, Quebec y más allá. Desarrollo estos temas explorando casos concretos, teniendo en cuenta las consideraciones específicas de algunos de los primeros investigadores y programas de estudio canadienses, así como analizando organizaciones y publicaciones clave. Si bien los nuevos medios de las décadas de los 50 y 60, sobre todo la televisión, prometían desdibujar las fronteras oficiales, donde los circuitos de acceso mediático empezaron a fundir las prácticas culturales de Estados Unidos y Canadá, no debemos subestimar las fuerzas de los intereses nacionales y su impacto en las industrias mediáticas y los usos de los medios. Mi objetivo con este trabajo no es generar otro estudio institucional, sino aportar un enfoque para interpretar las historias entrecruzadas del campo en el contexto de los pluralismos canadienses.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.004 |
| 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".