Discourses of Intercultural Understanding in Ontario French as a Second Language Curricula
Bibliographic record
Abstract
This study examines the discursive underpinnings of the 2013/2014 Ontario French as a Second Language (FSL) curriculum and associated documents. The primary aim of the study was to understand the orientation of the curriculum text to culture through the lens of an anti-racist and anti-colonial critical framework. This study employed critical discourse analysis that balanced structural and poststructural approaches to analysis to examine the sociopolitical and historical contexts of the documents, the material construction of discourses, and the ordering of discourses. The key findings of the study include the tendency of the FSL documents to perpetuate myths that glorify Canadian nationalism, reinforce established racial hierarchies that treat Indigenous nations as inferior to Francophones, encourage cultural generalizations and tokenism, and sanitize the violence of settler-colonialism. These findings suggest the importance for educators to engage with critical stances like culturally sustaining pedagogies to critique and question dominant power structures in FSL programming.
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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 | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.016 | 0.011 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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".