Historical Studies in Education / Revue d'histoire de l'éducation
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Establishing Precedents: Women’s Student Activism and Social Change in the (Canadian) National Union of Students, 1972-1979
Get PDFI provide an account of young women’s activism in the (Canadian) National Union of Students from the time that the national student organization reformed in 1972 to the signing of the National Union of Students’ (NUS) Declaration of the Rights of the Woman Student in 1979. I focus on the problems NUS women faced, the solutions and organization structures they devised and how they helped shape and transform the social organization of NUS. Through the lens of social action theory, I identify the social agency of women students in student movements, the knowledge of which has implications for understanding women’s movements and social change processes more generally. By uncovering the social activism of women students, this work makes an important contribution to the historiography of 1970s Canadian women’s movements, which so far has ignored young women’s contributions to the demarginalization of women and the production of society
Textbooks and School Identity: The Content and Use of History Textbooks in Dutch Classical and Modern Education, 1863–1917
Get PDFThis article wonders if and how the different educational identities of the classical gymnasium and the modern HBS were reflected in the textbooks used for teaching history. From the intentions of publishers, the use of books by schools, and the content of the books, it appears that in the context of shifting boundaries, the differences between HBS and gymnasium had become permeable. Differences were found in respect to stylistic devices. This show that the varying notions of citizenship nevertheless seemed to have found their way into schools and it reveals the power of examinations
Acadian Teacher Identity in Early Twentieth-Century New Brunswick
Get PDFThis research includes an examination of archival documents which trace the awakening Acadian identity of a young New Brunswick teacher during a period in which the province’s public school system constituted a program of English language assimilation. Calixte Savoie later became an Acadian activist and Canadian senator; the narrative of his teaching experience illustrates his mounting frustration, culminating in his 1926 resignation in protest after a dispute over French language education rights. The purpose of this paper is to locate Savoie’s developing Acadian identity in relation to scholarly research about national identity, including works by Philip Buckner, J.M.S. Careless and Benedict Anderson, and to highlight the history of Acadian education in post-World War One New Brunswick
Mark Kuhlberg. One Hundred Rings and Counting: Forestry Education and Forestry in Toronto and Canada, 1907–2007
Get PDFLes Amérindiens domiciliés et le protestantisme au XVIIIe siècle : Eleazar Wheelock et le Dartmouth College
Get PDFCet article étudie les stratégies élaborées au XVIIIe siècle par Eleazar Wheelock, le président fondateur du Dartmouth College, pour diffuser le protestantisme dans la vallée du Saint-Laurent et la participation des Amérindiens au projet presbytérien dans la province de Québec. En 1772, Wheelock forge une singulière alliance avec des chefs amérindiens pour introduire des missionnaires et des séminaristes dans les communautés autochtones puis recruter des enfants pour les éduquer et les instruire à Hanover (New Hampshire). Malgré les tentatives du clergé catholique-romain pour contrôler ces échanges, les Iroquois, les Abénaquis et les Hurons collaborent. Les protestants s’installent à Kahnawake et Odanak pour apprendre les langues et les coutumes indiennes, instaurent une école pour y enseigner l’anglais et prêcher l’Évangile et recrutent des enfants pour le premier pensionnat fréquenté par les Amérindiens du Québec, l’école industrielle et résidentielle de la Moor’s Indian Charity School du Dartmouth College.
This article examines the strategies developed by Eleazar Wheelock, the founding president of Dartmouth College, to spread Protestantism in the St. Laurence Valley and secure Aboriginal support for Presbyterianism in Quebec. In 1772, Wheelock forged a unique alliance with Aboriginal leaders that permitted the entry of missionaries and seminarians into their communities and the recruitment of children for education and religious instruction in Hanover, New Hampshire. Despite attempts by the Roman Catholic clergy to control these exchanges, the Iroquois, the Abenakis, and the Hurons all collaborated with Wheelock. Protestants settled in Kahnawake and Odanak to learn Aboriginal languages and customs and established a school to teach English, preach the Gospel, and recruit children for the first boarding school attended by Quebec Aboriginals, Moor’s Indian Charity School at Dartmouth College