“LIBERTY OF TRADE FROM THE THRALDOM OF THE AUTOCRATS”: PROVISION OF SCHOOL TEXTBOOKS IN ONTARIO, 1850‐1909

This article examines provision of elementary school readers in Ontario from 1850 to 1909. It traces the conflicts that arose due to the dual role of textbooks as economic commodity and democratic instrument of curriculum. It illuminates the strategies that three dominant stakeholders used in textbook provision to position themselves to best advantage in these conflicts: the Education Department, retail booksellers, and textbook publishers.. Key words: textbook publishing, school books, booksellers, political and economic contexts, curriculum history Cet article porte sur la fourniture de manuels aux écoles primaires de l’Ontario de 1850 à 1909. L’auteure relate les conflits qui ont surgi en raison du double rôle des manuels, comme objet de commerce et comme outil démocratique utilisé dans les programmes scolaires. L’article met en lumière les stratégies qu’ont utilisées trois catégories d’acteurs clés afin de se positionner au mieux de leurs intérêts dans ces conflits : le ministère de l’Éducation, les libraires et les maisons d’édition de ces manuels. Mots clés : édition de manuels scolaires, manuels scolaires, libraires, contextes politique et économique, histoire des programmes scolaires.

HISTORICAL EMPATHY AND CANADA: A PEOPLE’S HISTORY

In this article, we examine the CBC/Radio‐Canada series, Canada: A People’s History, for its use of empathy, specifically with regard to its portrayal of Aboriginal people. We call the empathy promoted in the series, emotive empathy, and compare it to the concept of historical empathy constructed by researchers in history education. The emotive empathy employed in this series, while adequate for public audiences, is not sufficient for history classrooms because it lacks a cognitive dimension. We discuss implications for using the series, and by extension, other instructional resources, to promote the development of historical empathy. Key Words: history teaching, historical empathy, history and film, narrative strategies, Aboriginal representations Dans cet article, les auteurs analysent le recours à l’empathie dans la série Le Canada : une histoire populaire / Canada: A People’s History de Radio‐Canada / CBC, surtout pour ce qui a trait à la représentation des autochtones. Les auteurs qualifient d’empathie émotive l’empathie promue dans la série et la compare au concept d’empathie historique développé par les chercheurs qui étudient l’enseignement de l’histoire. L’empathie émotive utilisée dans cette série, bien qu’adéquate pour le grand public, ne l’est pas pour les cours d’histoire parce qu’il manque alors une dimension cognitive. Les auteurs analysent les implications de l’utilisation de cette série et, d’une manière plus générale, d’autres ressources pédagogiques par rapport à la promotion de l’empathie historique. Mots clés : enseignement de l’histoire, empathie historique, histoire et films, stratégies narratives, représentation des autochtones

“A Precarious Enterprise”: A Case Study of Western Canadian Regional Educational Publishing, 1980-1989

This study explores the dramatic rise and demise of Douglas & McIntyre (Educational) as a case study of western regional publishing in Canada. During its nine years of life, and before its sale to the multinational firm, International Thomson, this small regional publisher produced a ground breaking social studies series, as well as a health series, and other books. Factors in favour of regional educational publishing were: a rise in Canadian nationalism which often manifested itself regionally, political lobbying, the right employees, and Ministry of Education textbook policies. Factor which mitigated against success were: pedagogical change, competition from American subsidiaries, limitations on access to capital funding, allegiances of company principals, provincial autonomy with regard to education, a change in Ministry of Education textbook policies, and the ascendance of multinational firms

Debates sobre enseñanza de la historia: identidad canadiense, pensamiento histórico y conciencia histórica

This article sets Canadian historical and current debates about national history and history education into the complicated scenario of Canada’s thirteen educational jurisdictions. It looks at debates in the past about the content of history courses and textbooks, as well as approaches to the teaching of history in schools. It discusses the ways in which a historical thinking approach to history education is thriving across the country in the present period, with increased attention to history education research and its dissemination, and an increased presence in provincial curricula. It considers the role in these changes of the federal government, nonprofit private organizations, and national government-funded projects, such as The Historical Thinking Project and The History Education Network.Este artículo profundiza en los debates históricos y actuales en Canadá sobre la historia nacional y la enseñanza de la historia en el complicado escenario de trece jurisdicciones educativas de Canadá. En este trabajo se analizan los debates sobre los contenidos en la enseñanza de la historia y en los libros de texto, así como los enfoques en la escuela. Se analizan las formas en que un enfoque de pensamiento histórico está consolidándose en todo el país en el período actual, con una mayor atención a la investigación en la enseñanza de la historia y su difusión y su mayor presencia en los planes provinciales. Se considera el papel del gobierno federal en estos cambios, las organizaciones privadas sin fines de lucro, y los proyectos financiados por el gobierno nacional, tales como el Historical Thinking Project y The History Education Network

Gendered pedagogy in senior secondary physical education curriculum enactment

Arnold’s dimensions of movement (1979) and Wilcox’s embodied ways of knowing (2009) informed case study research which explored the influence of gender(ed) movement-based pedagogy and associated equity issues in Victorian Certificate of Education (VCE) Physical Education (PE). VCE PE teachers from three schools provided documentation (course, unit, lesson plans, resources, assessment materials) and semi-structured interviews to investigate how teachers used movement and the role gender plays in influencing decisions and approaches relating to movement-based pedagogy. Gender discourses were evident in teachers’ decisions regarding the types of movement experiences included in VCE PE, pedagogical approaches and assessment contexts. Issues of safety were linked to gendered assumptions about learners. Movement is a central tenet of senior secondary PE, yet movement-based pedagogy needs to be more responsive to the needs of all students to ensure equity in students’ movement and learning experiences and to positively reflect gender diversity of student cohorts

“A Natural Outcome of Free Schools”: The Free Text-Book Branch in British Columbia 1908–1949

Impetus for the 1908 establishment of the Free Text-Book Branch in British Columbia arose from three sources: a new emphasis on social reform in the nation as a whole; the vibrant state of the province’s economy; and political pressure instigated by parents, their School Trustee representatives, and organized labour, supported by the Vancouver School Board and City Council. It represented a concerted effort to provide equality of educational opportunity to all students enrolled in the public school system. In spite of the diverse array of challenges encountered, it was a change whose time had come

The unexpected alliance

An Unexpected Alliance, which is set in the United States during WWII. The main character of our book is an adventurous seven-year-old girl named Betty whose father is fighting in the war. To help her father win the war, Betty sets off one day to go ‘scrapping’ for metal. Along the way, she meets an African American boy named Stanley who is also out ‘scrapping’ to help his brother who is away at war. Despite their societal differences, the unlikely duo combines their resources to not only find scrap metal to help their loved ones, they also develop a friendship during the process.https://scholar.utc.edu/race-and-childhood/1004/thumbnail.jp

Back to School? Historians and the View from the Classroom

In 1986, Chad Gaffield challenged historians to go “back to school” in order to better understand children’s experiences. This article addresses the historiographical approaches historians have used since 1986 to elucidate continuity and change in the contexts and cultures of schools, and the content of instruction. The history of schooling contexts reflects increasing efforts to use resources efficiently and to make schools more comfortable places to be. Studies of school and classroom culture have revealed a shift away from the centrality of teacher authority. Research on curricular change describes a process characterized by renovation rather than transformation. To what extent have historians been successful in meeting Gaffield’s challenge? Historians have sought out rich and diverse sources that illuminate how adults’ concerns and priorities shaped students’ educational experiences. Now they need to find sources that better reveal children’s voices. The article argues for attentiveness to the achievement of a multifaceted understanding of students’ experiences of state schooling over time.RésuméEn 1986, Chad Gaffield a mis les historiens au défi de « retourner à l’école » afin de mieux comprendre les expériences vécues par les enfants. Cet article aborde les approches historiographiques utilisées par les historiens depuis 1986 pour expliquer la continuité et le changement dans les contextes et les cultures des écoles, ainsi que le contenu de l’enseignement. L’histoire des contextes scolaires reflète les efforts croissants déployés afin d’utiliser les ressources de manière efficace et de rendre les écoles plus confortables. Des études sur la culture de l’école et de la classe ont révélé une distanciation face à l’importance de l’autorité des enseignants. La recherche sur l’évolution des programmes d’études décrit un processus caractérisé par la rénovation plutôt que la transformation. Dans quelle mesure les historiens ont-ils réussi à relever le défi de Gaffield? Les historiens ont cherché des sources riches et diverses qui illustrent comment les préoccupations et les priorités des adultes ont influencé les expériences pédagogiques des élèves. Ils doivent désormais trouver des sources qui rendent davantage compte de la voix des enfants. Cet article plaide pour qu’une plus grande attention soit portée à la compréhension multifacette de l’expérience des élèves de l’école publique dans le temps.

The impact of deep-sea fisheries and implementation of the UNGA Resolutions 61/105 and 64/72. Report of an international scientific workshop

The scientific workshop to review fisheries management, held in Lisbon in May 2011, brought together 22 scientists and fisheries experts from around the world to consider the United Nations General Assembly (UNGA) resolutions on high seas bottom fisheries: what progress has been made and what the outstanding issues are. This report summarises the workshop conclusions, identifying examples of good practice and making recommendations in areas where it was agreed that the current management measures fall short of their target