Historical Studies in Education / Revue d'histoire de l'éducation
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Pierre Caspard, Jean-Noël Luc et Rebecca Rogers, (dir.). L’éducation des filles. XVIIIe-XX1e siècles. Hommage à Françoise Mayeur.
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Clara Paradis. Souvenirs de ma dernière année au Pensionnat St-Roch, Québec 1894–1895. Journal personnel d’étudiante tenu dans un pensionnat de jeunes filles de la Basse-ville de Québec à la fin du XIXe siècle.
Get PDFBrian Noonan, Dianne Hallman, and Murray Scharf (Eds.) A History of Education in Saskatchewan: Selected Readings.
Get PDFRita Hofstetter & Bernard Schneuwly (dir.). Passion, fusion, tension. New Education and Educational sciences. Éducation nouvelle et Sciences de l’éducation. End 19th – middle 20th century. Fin du 19e – milieu du 20e siècle.
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La Commission des écoles catholiques de Montréal et la prise en compte du pluralisme ethnique et religieux, 1977-1998.
Get PDFDuring the 1980’s and 1990’s, French Catholic schools, homogeneous by tradition, experienced a radical demographical change in clientele and were faced with a greater ethnical diversity that was not without ethnical tension. Confronted with the considerable increase of “Bill 101 children”, the Montreal Catholic School Board (MCSB) adopted a global policy regarding the management of diversity based primarily on the appreciation of first language cultures and languages, intercultural education, and on the promotion of interethnic relationships. However, the French schools’ gradual adjustment to diversity clashes with the religious nature of their structure and with the “Christian Education Project” developed by the School Board.*
* La traduction du résumé est d’Alexandre Dussault et de Catherine Élie, sous la supervision de leur professeure d’anglais, Diane Pigeon.Dans les années 1980 et 1990, l’école franco-catholique, traditionnellement homogène, connaît une transformation radicale de sa clientèle sur le plan démographique et doit faire face à une plus grande diversité ethnique qui n’est pas sans entraîner des tensions ethniques. Confrontée à l’afflux considérable des «enfants de la loi 101», la Commission des écoles catholiques de Montréal (CECM) se dote d’une politique globale en matière de gestion de la diversité principalement axée sur la valorisation des langues et des cultures d’origine, l’éducation interculturelle et la promotion des relations interethniques. Toutefois, cette adaptation progressive des écoles françaises au pluralisme se heurte à la confessionnalité des structures scolaires et au «projet éducatif chrétien» mis de l’avant par la Commission
“Proper Objects of This Institution”: Working Families, Children, and the British & Canadian School
Get PDFEstablished in 1822 “for the education of the children of the labouring
class,” Montreal’s British and Canadian School Society enabled working families of various ethnic backgrounds to have their children receive free schooling in a non-denominational setting. Located at the edge of the old town in a purpose-built structure, the British and Canadian School figured prominently within the array of early educational establishments studied by Bruce Curtis, Andrée Dufour, and others. In the wake of the rebellions in Lower Canada and the resulting separation of institutions along religious lines, the school became increasingly identified with the Protestant community and in 1866 was formally incorporated into the city’s emerging Protestant school system. Despite this apparent loss of its non-denominational character, the school continued to attract substantial numbers of children from Catholic and Jewish families, the latter resulting from an agreement between the synagogues and the school board. The school also retained its particular attraction for working-class families, who appear to have applied regularly with some determination to see their children exposed to learning even if only for short periods. A Registry of Admissions to the British and Canadian School from the mid-1870s reveals a pattern whereby schooling formed part of long-term strategy within the working class family economy; as such, it sheds light on the work of historians such as Bettina Bradbury and Terry Copp. The Registry also permits analysis of the school population by gender, ethnicity, age, place of residence, and academic competence
