Picture Books and Parrhesia: Canadian Residential Schools and Answering the TRC’s Calls to Action
Bibliographic record
Abstract
Critical pedagogy grapples with the antithetical nature of education: that it can serve to both liberate and to oppress (Freire, 2000; Giroux, 2006; hooks, 1994). This comes into sharp focus within the Canadian context: while education through the residential school system was pivotal in the cultural genocide of Indigenous peoples, Indigenous peoples and the Canadian state now identify the need to educate children on this and other colonial atrocities to generate a more just telling of history, and a more just future (Niezen, 2017). This paper will consider the role of picturebooks on residential schools and other genocidal policies in this learning, and ways in which they might embody and a Foucauldian notion of parrhesia. Drawing on the author’s classroom-based practice, which involved the use of such picturebooks with both settler and Indigenous children, this article will discuss pedagogical approaches to children’s literature on atrocity, and the particular affordances of the picturebook form itself for addressing challenging subjects (Dresang, 1998).
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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 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.041 | 0.023 |
| Scholarly communication | 0.011 | 0.006 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.014 | 0.001 |
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".