Bibliographic record
Abstract
This presentation explores the potential of using public art in history education to address the omissions of the women’s labour movement in contemporary textbooks in Canada. Events of importance in Canadian history associated with women are either superficially mentioned or omitted completely in school textbooks and lessons due to the prevalence of narratives associated with nation-building, which are presented through a colonial, Eurocentric, and patriarchal lens. This study analyzed Canadian public art for themes that provide visibility to the efforts of women in labour movements in Canada. The theoretical framework guiding this study is public pedagogy, an educational theory that looks at teaching and learning outside of traditional educational institutions. Findings show public art has the potential to address the exclusions of the women’s labour movement in current history lessons by providing an alternative visual narrative that is meaningful, relevant and memorable to Canadian learners. By addressing current textbook silences with the use of public art in school, educators can bring awareness to forgotten herstories and create a more complete understanding of important historical narratives that are currently not being taught in Canadian history lessons.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.011 |
| Scholarly communication | 0.008 | 0.005 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.066 | 0.005 |
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".