Social identity negotiation in critical literacy learning: a case study in a Japanese heritage
Bibliographic record
Abstract
A critical literacy perspective suggests that literacy is a social process embedded in a sociopolitical context and history, and implies that classroom literacy learning contains an important aspect of identity. Building on this perspective, I examined how and which social identities emerged through discussions of a novel describing Japanese Canadian history. In a Japanese heritage/community language classroom in Canada, I organized literature discussion groups with 12 youths and a teacher. I analyzed the contents and the procedures of interactions in focal episodes where participants talked about themselves and the texts simultaneously, by using the analytical framework for social identity, The analysis revealed that different social identities emerged depending, on the interpretive discussion of the text and also depending on the power dynamics within the classroom. These results have implications for pedagogy and curriculum development for classroom critical literacy with learners crossing multiple borders of ethnicity, language, and national identity.
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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 | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.044 | 0.015 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.003 | 0.009 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 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".