Preserving tradition or embracing change: an analysis of the Ethics and Religious Culture and Culture and Citizenship in Québec secondary programs
Bibliographic record
Abstract
This thesis examines a change in curriculum. In 2019, the Québec government announced that the elementary and secondary curriculum across all public and private schools within the province would see a shift from the Ethics and Religious Culture program to a new program entitled Culture and Citizenship in Québec. In this study, I investigate how the programs have been framed by their inaugurators throughout political discourses. More specifically, I analyze two political discourses using the Discourse-Historical Approach. I analyze National Assembly press conferences held by former Education Minister Jean-Marc Fournier and Premier François Legault, introducing the programs for which their governments were responsible. These discourses are situated within their historical contexts and understood through the historical consciousness of each inaugurator. This approach further contextualizes the shift in curriculum and explains the interconnection between identity building, curriculum, and historical consciousness. I engage with several theories, namely, the fragile majority, legitimate knowledge, and collective memory, to gain deeper insights into Québec’s unique political and social history and position it within the broader context of Québec’s curriculum
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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 | 0.003 | 0.005 |
| Science and technology studies | 0.015 | 0.010 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| 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".