Between Education and Memory: Health and Childhood in English-Canada, 1900-1950

Malgré les inquiétudes contemporaines concernant la santé des enfants au Canada, les historiens canadiens n’ont toujours pas exploré en profondeur la pensée des experts médicaux ni celle du personnel cadre enseignant à ce sujet. Cet article explore l’interaction entre deux sources d’informations sur les dispositions des enfants en bonne santé entre 1900 et la fin de la Seconde Guerre mondiale, et ce, dans le contexte du Canada anglais : des messages scolaires sur la santé et la maladie visant les élèves des écoles publiques, et les histoires orales et autobiographies d’adultes ayant grandi pendant cette période. Plutôt que de simplement juxtaposer les programmes sanitaires scolaires officiels et les mémoires, nous proposons également d’examiner comment ces deux éléments cohabitaient et produisaient des connaissances différentielles visant la production et la reproduction de valeurs sociales hégémoniques au Canada anglais. Ces valeurs coexistaient de façon harmonieuse et gênante en même temps, suivant les priorités de familles particulières dans des contextes particuliers, ainsi que les limites socialement construites qu’elles devaient supporter.Despite contemporary concerns regarding the state of Canadian children's health, historians in Canada have yet to fully explore how conventional medical experts and educators thought about, and safeguarded, children's health. This paper explores the interplay between two sources of information regarding the provision of healthy children between 1900 and the end of the Second World War in the English Canadian context: curricular messages regarding health and illness aimed at public school children and the oral histories and autobiographies of adults who grew up in this period. Rather than simply juxtapose official health curriculum and lived memory, I argue that the two co-mingled to produce differing kinds of embodied knowledge aimed at the production and reproduction of hegemonic social values in the English Canadian setting. These values co-existed both harmoniously and uncomfortably, depending very much upon the priorities of, and socially constructed limitations placed upon, particular families in particular contexts

Disciplining Children, Disciplining Parents: The Nature and Meaning of Advice to Canadian Parents, 1945-1955

Advice to parents of school-age children and adolescents in Canada in the postwar period was shaped in many ways by the discipline of psychology, and more specifically child psychology. The psychological imperative in parenting, promoted in postwar manuals and popular magazines, influenced the social construction of gender. Moreover, the teachings of child psychologists, strengthened by their claim of safeguarding the emotional well-being of the country’s children, justified the intervention of outside institutions such as the public school and public health department into the home. Close interpretive attention to the discourse surrounding “proper” parenting reveals much about the nature of social relations and social change in Canada’s recent past.La pédopsychologie a modelé à bien des égards les conseils dispensés aux parents d’enfants et d’adolescents d’âge scolaire dans l’après-guerre au Canada. L’impératif psychologique dans l’éducation des enfants, encouragé dans les manuels et les magazines populaires d’après-guerre, a influé sur la construction du statut social des hommes et des femmes. Qui plus est, les enseignements des pédopsychologues, que renforçait l’affirmation de ceux-ci de travailler à la protection du bien-être émotif des enfants du pays, motivèrent des institutions externes telles que les services publics d’enseignement et de santé à intervenir dans la vie des foyers. Le discours entourant la « bonne » éducation des parents nous éclaire beaucoup sur la nature des relations sociales et de l’évolution sociale au Canada dans un passé récent

Separate and Different Education: A History of Women at the University of Windsor, 1920 to the Present

Although the experience of women in higher education has traditionally occupied a limited space in Canadian historiography, recent work by feminist and women\u27s historians has uncovered a rich and complex field. The field is a relatively new one, less mature than in the United States and Britain, nevertheless historians are beginning to suggest new approaches to the history of women in Canadian universities. 1 Scholars have produced several institutional studies which analyze the historical experience of women at particular universities and which establish the groundwork for modifying our understanding the history of women in higher education in Canada

In Search of History’s Child

DOI: 10.1353/jeu.2010.001

Marelene Epp, Women without Men: Mennonite Refugees of the Second World War. Reviewed by Mona Gleason.

non