No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Canadian Education: A History
... Through all this public debate and government opposition to a legal statute formalizing a compulsory school attendance age, there were never any constitutional challenges against a mandatory school-leaving law in Manitoba. As Wilson et al. (1970) noted: ...
Compulsory school attendance policies establish a school entry age and a school leaving age for students. In 1916, the Province of Manitoba introduced a compulsory attendance law that mandated students attend school from the age of 7 to the age of 14. Fifty years later, further amendments were made to the school leaving age, but the school entry age did not change. On December 6, 2010, the Province of Manitoba presented Bill 13: The Preparing Students for Success Act in the provincial legislature increasing the compulsory school attendance age in Manitoba from 16 to 18. The purpose of this statute was to ensure that students stay in school and complete their high school education in response to continually low high school graduation rates in the province. Manitoba became only the 3rd province in Canada to enact a compulsory school leaving age of 18. The impact of this legislation on educators and administrators was included in the findings of a dissertation that analysed the policy that introduced this increase in the school leaving age as well as its historical precedents. The primary question of this paper addresses is, “How did educators and administrators interpret and implement the increase to the compulsory school leaving age to 18 years in three Manitoba schools as a result of The Preparing Students for Success Act 2011? This paper is organized in three parts. Part I reviews the statutory history and rationale in Canada for a compulsory school attendance age limit. Part II looks at the Manitoba rationale for increasing the school attendance age through The Preparing Students for Success Act 2011 as well as its success at meeting this policy’s objective. Part III provides a reflection on lessons learned from the Manitoba experience.
... There was a time when it was simply assumed that communities needed schools that children could (theoretically) attend when they were able. Through most of the 19 th and early parts of the 20 th century as communities developed, schools were constructed across an uneven geography (Davey, 1978;Gaffield, 1987;Wilson et al, 1970). This geography was uneven in terms of the vastness of physical space in Canada and the nature of historic resource industries that developed in different geophysical regions of the country, but also in terms of the uneven social geography of an urbanizing nation. ...
... We find that although differences in per capita income and in the support for and timing of efforts to attract and assimilate immigrants from Europe play important roles, detailed examination of specific cases and pooled multivariate regressions indicate that differences in the degree of inequality, or 44. See, for example, Phillips (1957); Wilson, Stamp, and Audet (1970). 45. ...
Whereas traditional explanations of differences in long-run paths of development across the Americas generally point to the significance of differences in national heritage or religion, we highlight the relevance of stark contrasts in the degree of inequality in wealth, human capital, and political power in accounting for how fundamental economic institutions evolved over time. We argue, moreover, that the roots of these disparities in the extent of inequality lay in differences in the initial factor endowments (dating back to the era of European colonization). We document -- through comparative studies of suffrage, public land, and schooling policies -- systematic patterns by which societies in the Americas that began with more extreme inequality or heterogeneity in the population were more likely to develop institutional structures that greatly advantaged members of elite classes (and disadvantaging the bulk of the population) by providing them with more political influence and access to economic opportunities. The clear implication is that institutions should not be presumed to be exogenous; economists need to learn more about where they come from to understand their relation to economic development. Our findings not only contribute to our knowledge of why extreme differences in the extent of inequality across New World economies have persisted for centuries, but also to the study of processes of long-run economic growth past and present.
... To our knowledge, this is the first direct evidence on the relationship between school 2 For histories of 19 th century education in Massachusetts and New Jersey, see Kaestle and Vinovskis (1980), Katz (1968), and Burr (1942). Wilson, Stamp, and Audet (1970) provide an overview of Canadian educational history, while Johnson (1964) focuses on British Columbia. 3 For most years, there is also information on the number of pupils passing the high school entrance exam. ...
Elementary schooling in North America in the early 20th century underwent major changes with the spread of graded schools with multiple classrooms and teachers to semi-urban and rural areas. Detailed schooling records from British Columbia indicate that pupil attendance responded strongly to the introduction of additional teachers in one-room schools. The attendance impact of grading a school dominated alternatives such as employing more highly qualified teachers, or building additional schools to reduce catchment areas. Changes in the provision of schooling can account for about a quarter of the 30 percentage point increase in attendance rates between 1900 and 1930.
Au Canada, la formation des enseignants traverse une période riche en réformes. Toutefois, la plupart de ces efforts piétinent complètement ou n’ont qu’un faible impact. Nous soutenons ici que cette situation découle d’une absence de perspectives historiques. Nous analysons l’histoire de la formation des enseignants au Canada anglais, en montrant comment les diverses institutions de formation des enseignants qui se sont succédé se sont systématiquement approprié le pouvoir social d’autorités traditionnelles. Cette analyse sociale de la tradition oriente notre attention sur les interrelations entre les institutions, les rôles sociaux, le pouvoir et les connaissances. En explorant ces interrelations, nous montrons comment les formateurs d’enseignants, sur le plan individuel et collectif, et les forces historiques sociales plus élargies entrent en complicité pour maintenir le statu quo . Nous concluons en avançant que les formateurs d’enseignants ne peuvent devenir des agents de changement social plus efficaces qu’en réexaminant la manière dont ils se situent au plan socio-historique et en articulant de manière discursive la nouvelle autorité basée sur l’habileté plutôt qu’en récapitulant de manière compulsive les structures traditionnelles de pouvoir.
This paper employs the lens of sensory historical analysis to examine public school music in the making of a modern middle class in late-Victorian Toronto. Its aim is to show how this subject both shaped and was shaped by the culture of modernity which increasingly pervaded large urban centres such as Toronto during the course of the nineteenth century. The paper goes beyond pedagogic and bureaucratic justification, to present the evolution of school music within a much broader acoustic framework, that is, to weave it into the increasingly-urban soundtrack of Toronto, to gain some appreciation of how it would have been heard and understood at the time. Its aim is to offer historians of education an understanding of what actually occurred in the classrooms of Toronto during the period by listening to these experiences and the acoustic environment in which they would have been understood.Résumé:Cet article analyse le rôle joué par les cours de musique dans les écoles publiques de Toronto dans le processus de formation de la classe moyenne à l'époque victorienne. L'auteur propose une analyse historique sensorielle afin de démontrer comment cette matière scolaire a influencé et était influencée par la culture de modernité dont s'imprégnaient graduellement les grands centres urbains au cours du dix-neuvième siècle. Au-delà des justifications pédagogiques et bureaucratiques, il présente l’évolution des cours de musique dans un cadre élargi en lien avec la musique diffusée dans cette ville aux sonorités de plus en plus urbaines. Il veut ainsi favoriser une meilleure compréhension de ce qu'était le contexte sonore et sa réceptivité chez les auditeurs à cette époque. Ce texte trace pour les historiens de l'éducation un portrait de l'évolution de l'enseignement de la musique dans les classes torontoises dans le contexte particulier de la nouveauté musicale.
The history of education as a field of study in English-speaking Canada has focused in recent years on how different interpretations of historical data have shaped the understanding of the educational past. With few exceptions, the emphasis on methodological concerns has tended to obscure the impact of the broader institutional setting on the formation of these views and more generally on the field or discipline as a whole. This oversight suggests a need to address not only the ideational background influencing the inner workings of the community of educational historians, but the bureaucratic decisions external to the discipline that have modified its development.
This paper examines the impact of institutional forces upon the community of educational historians, using elements of Thomas Kuhn's approach to the history of science as a heuristic device, a point of departure for studying disciplinary change. The first part defines a framework for analysis with the paradigm as a conceptual tool for addressing the external as well as internal forces influencing the historical community. The principles of the framework are then applied in a case study to the development of history of education as a discipline in a Canadian university in the period following 1960.
La Fondation d'Etudes du Canada est née du Projet d'histoire nationale (1965-68) qui, dirigé par A. B. Hodgetts et financé de sources privées, a été la plus grande étude jamais menée dans les écoles du Canada. Les sérieuses lacunes relevées à cette occasion dans l'enseignement des études canadiennes ont entraîné la création d'un programme expérimental de cinq ans, financé lui aussi par le secteur privé, dans le but de trouver des moyens d'améliorer la situation. La Fondation est un organisme centré sur les enseignants qui, de 1970 à 1975, s'est employé à patronner des projets répartis dans toutes les provinces et utilisant les deux langues officielles. Ce faisant la Fondation a fait la preuve que la coopération interprovinciale dans l'éducation au Canada était possible, ce qui lui valut, en 1975, le soutien financier du Conseil des ministres de l'éducation, Canada, et du Secrétariat d'Etat. L'étude qui nous intéresse établit une comparaison entre les travaux de la Fondation, ceux de la Ford Foundation aux Etats-Unis et ceux du Humanities Curriculum Project en Grande-Bretagne, trois organismes ayant des objectifs, des méthodes et des problèmes similaires.
Le présent article retrace le développement des entreprises d’imprimerie, d’édition et de librairie en Amérique du Nord britannique entre 1751 et 1840. Il présente d’abord le contexte dans lequel les imprimeries sont apparues dans les colonies, les raisons qui ont favorisé leur essor et les changements importants qui les affectent après 1820. Un certain nombre de constantes, qui caractérisent l’ensemble des ateliers, leur équipement et leur fonctionnement, sont ensuite mises en valeur. Enfin, l’article se termine par la présentation de quelques cas-type qui illustrent la situation de ces entreprises avant 1840.
This article examines the establishment of legally mandated Protestant training in the Australian state of Victoria and the Canadian province of Ontario. Fearing moral decay at home and a menacing world environment seemingly unfavourable to the ‘British way of life’ in the 1940s, educators asserted that religion, and specifically Protestant Christianity, was the only means by which the moral core of their British democracy could be preserved. The teaching of religious instruction was highly controversial in both places. Supporters of the new curriculum believed the religious courses would strengthen the British identity and moral backbone of the Canadian and Australian nations, while opponents argued that imposing religion in the classroom was antithetical to British ideals of freedom and toleration. Educators struggled to reconcile these divergent views on how religion fitted into a wider British identity, and the resulting tension exposed the points of ethnic and cultural fracture that undermined the credibility of Britishness after 1950. The very efforts to impose a unifying sense of Britishness were so controversial and problematic that they ultimately required an alternative understanding of what it meant to be a citizen of Ontario or Victoria.
Data from 1586 Francophone students in Northeastern Ontario concerning their attitudes towards French and English show seven independent factors affect lin-guistic beliefs. Three factors -believing French unimportant, believing English practically dominant, and believing their French inadequate -lead students to continue their post-secondary education solely in English. Believing French more pleasurable is positively, and believing English superior is negatively, related to continuing post-secondary education solely in French. Educational level is negatively related to believing English superior and to believing French unimportant but positively related to believing English dominant, French plea-surable, and their French inadequate. Policy should therefore focus on counter-ing the belief in English dominance and the belief in the inadequacy of their ability in French. * Laurentian University I should like to thank Dr. Simon Laflamme who allowed me to use the data and his basic SPSS program to initially read it, and who made perceptive critiques of the final version, Sylvie Lafreniere and Joanne Tremblay who as students in my French methodology class learned about analysis of variance and factor analysis using this data set as an example, and Dr. Dieter Buse and Si Transken who gave detailed rec-ommendations for great textual change. Three anonymous reviewers for CJHE also made helpful comments as did Maurice Aumond, my critic at the CSSHE Annual Meeting in Ottawa, 1993, where an earlier version of this paper was presented.
This paper relates the changes that have occurred in historiography over the last couple of decades to the present state of writing on the history of higher education in Canada. The existing bibliography has laid the groundwork and the 'new' history offers the means by which the complex relationships between society and institutions of higher learning can be synthesized. A few examples of the kinds of questions that need to be asked and of some assumptions that need analysis are given. By looking at all phases of universities -professors, students, women, administrative and academic matters; by using quantitative as well as qualitative research techniques; by consulting government, church, local and business sources as well as university material; and by analyzing and critiquing the newer historians of higher education can help Canadians understand the traditions and mores of individual institutions as well as the collective impact of higher education on the society.
Projections of teacher shortages and rising numbers of minority children in North American public schools in the 1990s have made educational administrators increasingly receptive to the option of recruiting foreign teachers. A report by the National Education Association revealed that 12% of school districts in the US recruited teachers from outside the nation in the 1987-88 school year. This paper, with reference to the Canadian experience, is concerned with how the immigration policy and school board employment practices have been relied upon by the state as devices within the overall framework of regulation over the teaching force. Discusses teaching as a reproductive labour; Canada and teacher immigration in the 1960s; and recent trends in teacher migration. -from Author
The paper is a broad, comparative investigation of shifts in the educational rhetoric and policy of three countries over the past two decades. Using England, Canada and the United States as case studies, I argue that the spirit of multiculturalism in education has shifted from a concern with the formation of tolerant and democratic national citizens who can work with and through difference, to a more strategic use of diversity for competitive advantage in the global marketplace. This shift is directly linked with and helps to facilitate the entrenchment of neoliberalism as it supports a privatization agenda, reduces the costs of social reproduction for the government, and aids in the constitution of subjects oriented to individual survival and/or success in the global economy.
The overwhelming support of Canadians for the expansion of higher education during the late 1950s and mid '60s must surely rank as one of the most remarkable cultural developments in the history of Canada. But only the romantic and naive would attribute the massive extension of educational facilities during that period to a sudden burst of renaissance-type enlightenment among the Canadian people and its leaders. The motives underlying this expansion were undeniably utilitarian. Preoccupied with the fate and future of the country's economy, Canadians were told (and they believed) that the rapid expansion of higher education was the linchpin of economic survival in the years ahead. The vital need to create skilled manpower, to compete successfully on world markets, to overcome the economic threat posed by dangerous ideological enemies, and to raise the nation's standard of living to unprecedented levels were all linked to the country's success at expanding rapidly its educational resources (Axelrod, 1979; Bissell, 1957; Economic Council, 1965). Furthermore, government support was considered essential to this process. Only through adequate state assistance in the development and financing of higher education could these goals possibly be achieved. ff the perceived link between education and society was primarily an economic one, and if the business community was the heart and pulse of the nation's economic life, then the corporate sector should have had a special interest in promoting the advancement of the country's universities. Yet the manner in which private corporations became involved in the campaign for higher education during the expansion phase has never been adequately investigated or explained. As one contribution to such a discussion, this article examines the dimensions and the significance of "corporate giving" to Canadian universities between 1957 and 1965. What role did the private sector believe the state should play in the development of post-secondary education; how much was spent by businessmen on Canadian universities; which areas of academic life were emphasized; which sectors of Canadian business contributed the most; how did foreign companies perform in this regard compared to Canadian controlled companies; and what regional and institutional discrepancies existed in the patterns of "corporate giving"? In short, this essay asks: how much did corporations give, to whom did they give, why did they give, and how did they give?
In this chapter, Heather-jane Robertson critiques the growth of corporate interest and involvement in public education. The
chapter pulls no punches. It critiques the trend towards the corporalization of everything, including education.
With extensive exemplification, Robertson describes how the corporate community has dramatically redirected educational policy,
reshaped the discourse and language in which policy is conducted, intruded into the curriclum, redirected resources, influenced
the standardization and testing movement, developed partnerships seeking to influence the practices of many individual schools,
engaged in sponsorships, and other things besides. There is nothing necessary or inevitable, Robertson concludes, about the
influence of the corporate sphere on educational change and she urges us to choose, for democracy, how or whether that influence
should persist.
Elementary schooling in North America in the early 20th century underwent major changes with the spread of graded schools with multiple classrooms and teachers to semi-urban and rural areas. Detailed schooling records from British Columbia indicate that pupil attendance responded strongly to the introduction of additional teachers in one-room schools. The attendance impact of grading a school dominated alternatives such as employing more highly qualified teachers, or building additional schools to reduce catchment areas. Changes in the provision of schooling can account for about a quarter of the 30 percentage point increase in attendance rates between 1900 and 1930.
Thesis (Ph. D.)--Simon Fraser University, 2000. Includes bibliographical references (leaves 131-140).
Exxon Mobil and ConocoPhillips stock price has been predicted using the difference between core and headline CPI in the United States. Linear trends in the CPI difference allow accurate prediction of the prices at a five to ten-year horizon.
Three factors help to explain why school enrollments in the Northern United States were higher than those in the South and in most of Europe by 1850. One was affordability: the northern states had higher real incomes, cheaper teachers, and greater local tax support. The second was the greater autonomy of local governments. The third was the greater diffusion of voting power among the citizenry in much of the North, especially in rural communities. The distribution of local political voice appears to be a robust predictor of tax support and enrollments, both within and between regions.
Over the last few years, colonialism, especially as pursued by Europeans, has enjoyed a revival in interest among both scholars and the general public. Although a number of new accounts cast colonial empires in a more favorable light than has generally been customary, others contend that colonial powers often leveraged their imbalance in power to impose institutional arrangements on the colonies that were adverse to long-term development. We argue here, however, that one of the most fundamental impacts of European colonization may have been in altering the composition of the populations in the areas colonized. The efforts of the Europeans often involved implanting ongoing communities who were greatly advantaged over natives in terms of human capital and legal status. Because the paths of institutional development were sensitive to the incidence of extreme inequality which resulted, their activity had long lingering effects. More study is needed to identify all of the mechanisms at work, but the evidence from the colonies in the Americas suggests that it was those that began with extreme inequality and population heterogeneity that came to exhibit persistence over time in evolving institutions that restricted access to economic opportunities and generated lower rates of public investment in schools and other infrastructure considered conducive to growth. These patterns may help to explain why a great many societies with legacies as colonies with extreme inequality have suffered from poor development experiences.
ResearchGate has not been able to resolve any references for this publication.