L'identité et l'altérité dans les programmes et quatre oeuvres didactiques d'histoire du Canada destinés aux écoles secondaires de langue française du Québec : 1955-1967
Bibliographic record
Abstract
This dissertation addresses the manifestation of identity and otherness in the programs and four didactical works in Canadian History for French secondary schools in Quebec from 1955 to 1967. To carry out this research, a diverse number of primary and secondary sources were consulted in order to determine if the expression of identity and otherness in the programs and four didactical works in use corresponded to two forms of clerico-nationalism and to Quebec autonomism of the period. The main primary sources of this study consisted of four didactical works in Canadian History, whose textual analysis on the theme of identity constitutes the crux of this dissertation. In addition, files, programs and journals of the Department of Public Instruction, found at the Quebec City/Chaudiere-Appalaches center of the Library and National Archives of Quebec, as well as four Quebec government reports and two education conference reports from 1956 and 1958, form an integral part of the primary sources consulted. These sources revealed that the heretofore traditional expression of clerico-nationalism and of the new tendency of Quebec autonomism manifested themselves in education and evolved throughout the 1950s. This manifestation and evolution helped to create updated historiographical identities for Quebec, French Canada and even Canada at large in the face of technological acceleration, federal centralization of power, and worldwide bifurcation of identity due to the Cold War. Furthermore, in answering this challenge to identity, the educational bureaucracy and secondary school programs—including in history—became both qualitatively and quantitatively complex even before the creation of the Ministry of Education in 1964. As a result of this move toward greater complexity and other factors, the last decade of the Department of Public Instruction constitutes a formative period and can be seen in many ways as a single historical unit with the first decade of the Ministry of Education.
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 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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".