"Deserving" Wives and "Drunken" Husbands: Wife Beating, Marital Conduct, and the Law in Ontario, 1850-1910

By the 1870s wife beating was no longer only whispered about among family members and neighbours, but had gradually started to become a matter for public discussion. Changing attitudes towards wife abuse had an impact on judicial reform. Legal records and newspapers from the period between 1870 and 1910 provide evidence that helps us to assess the influence of the reform movement, and especially the role of temperance, on social and legal responses to violence by husbands against their wives. Lobbying by temperance advocates, combined with political pressure from feminists, reformers, abused women, and the press, contributed to legislation in 1909 that, for the first time, recognized wife abuse as a crime separate from common assault. As the practice of the courts shows, however, legal sanctions remained largely ineffective despite the rhetoric of the day.À la fin des années 1870, la brutalité conjugale ne faisait plus l’objet que de simples chuchotements en famille et entre voisins, mais également, petit à petit, de débats publics. Le changement d’attitude face à la violence conjugale s’est répercuté sur la réforme judiciaire. Les documents juridiques et les journaux de 1870 à 1910 nous aident à mesurer l’influence du mouvement réformiste, surtout du rôle de la tempérance, sur les réactions de la société et de l’appareil juridique à la violence faite aux femmes par leurs époux. Le jeu conjugué du lobby des promoteurs de la tempérance et des pressions politiques exercées par les féministes, les réformateurs, les femmes battues et la presse ont mené à l’adoption, en 1909, d’une législation reconnaissant pour la première fois la violence conjugale comme un crime distinct de la voie de fait simple. Mais comme le démontre la pratique des tribunaux, les sanctions légales restaient largement inefficaces malgré la rhétorique de l’époque

Conceptual Clarity and Connections: Global Education and Teacher Candidates

In this article, we have explored the experiences of students in a teacher education programme designed to promote the effective teaching of global education. Research to date indicates that, although interest is high among teacher candidates, they often lack confidence in their abilities to bring global education into their future classrooms. By examining their understanding of global education, we explored whether the complexity and conceptual breadth of global education contributes to this lack of confidence. Although there are similarities between teacher candidates’ understand‐ ings of global education and those supported by teacher education programmes, teacher candidates tend to view global education in broader, more vague terms. By limiting the broad concept of global education and encouraging a progressively more nuanced understanding, teacher education programmes can better assist teacher can‐ didates to implement their understanding of global education with confidence. Key words: teacher education, global issues, development education, conceptual complexity Les auteures se penchent sur la promotion de l’éducation planétaire dans un pro‐ gramme de formation à l’enseignement. Les données réunies jusqu’ici indiquent que, bien que les étudiants en pédagogie soient très intéressés par la question, ils ont sou‐ vent peu confiance dans leur aptitude à traiter de l’éducation planétaire dans leurs salles de classe futures. Les auteures se sont demandé si la complexité et l’envergure de l’éducation planétaire contribuent à ce manque d’assurance ; pour ce faire, elles ont examiné la conception qu’ont ces étudiants en pédagogie de l’éducation planétaire. Bien qu’il y ait des similitudes entre la compréhension de l’éducation planétaire chez les étudiants en pédagogie et dans les programmes de formation à l’enseignement, les futurs enseignants ont tendance à considérer l’éducation planétaire en des termes plus vastes et plus vagues. En circonscrivant le concept de l’éducation planétaire et en en favorisant peu à peu une compréhension plus nuancée, les programmes de formation à l’enseignement peuvent mieux aider les étudiants en pédagogie à transposer avec confiance leur conception de l’éducation planétaire dans leurs salles de classe futures.Mots clés : formation à l’enseignement, dossiers mondiaux, éducation pour le déve‐ loppement, complexité conceptuelle.

Digital storytelling for transformative global citizenship education

This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum and digital stories using a multimodal critical discourse analysis. The findings of this study showed that digital storytelling, as integrated into the curriculum, enhanced student engagement with non-mainstream perspectives and self-reflection. However, the core elements of discussing controversial issues, analyzing systemic causes/impacts of global problems, and determining collective action responses required critical pedagogical practices beyond those embedded within the digital storytelling curriculum

“There is no magic whereby such qualities will be acquired at the voting age”: Teachers, curriculum, pedagogy and citizenship

This study asks: What did it mean to be a Canadian citizen in the late forties and fifties? Who were considered good citizens, what were their qualities, and how did the teaching of citizenship relate to notions of identity, nation(alism), belonging and international development within a postwar liberal democracy? Finally, how did educational and policy materials as reflected in the curriculum and pedagogy of the day represent citizenship? Recent studies of this period emphasize diversity and dissent among educators who challenged the status quo, despite pressures to conform to societal norms and to produce workers with skills and attitudes that would benefit the modern economy. This research on citizenship, youth, and democratic education suggests reasons to re-evaluate our understanding of what is considered the legitimate domain and purpose of citizenship education along with the possibilities of teaching citizenship within a school/classroom setting

Traces of the Past: Raising the Allumettières (Matchworkers) in Sites of Collective Remembering

Engaging with historical events, people and places encourages students to envision history as a dynamic process where individual, group, and national identities are reproduced. These types of educational interventions can foster recognition that history—both past events and our records about them—result from a process of authorship. The recent surge of interest amongst history educators and within recent publications of provincial curricula that focus on historical thinking concepts—historical significance, primary source evidence, continuity and change, cause and consequence, historical perspectives, and the ethical dimension of historical interpretations—encourages educators to consider ways to integrate these concepts within their teaching practice. Our case study of the narrative account of the allumettières (matchworkers) of Hull, Quebec is an example of one type of classroom inquiry into local places of remembering that could be taken up in the context of recent developments in, and aspirations for, the history curriculum. Our project invites readers to engage in the historical process of understanding the past within contemporary classrooms by drawing upon a range of interdisciplinary approaches including web-based exhibits and artefacts, visits to historic sites, published accounts and dramatic representations to meet these curriculum expectations

Rethinking Global Citizenship Resources For New Teachers: Promoting Critical Thinking and Equity

Global citizenship education, or education aiming to develop students' knowledge with transnational challenges, has become increasingly recognized as an important field internationally, requiring a particular set of pedagogical understandings and tools to facilitate its learning. Traditionally, global citizenship education resources have been developed by non-governmental organizations to aid teachers in classroom presentations and to profile issues of concern to their constituencies. Understandably, some of these resources require revision to correspond with students’ grade levels, learning styles, subject-based disciplines, and broad issues of equity. Accordingly, we have developed a guide for teacher education candidates and novice teachers based on a collaborative inquiry model that we have called a "Primer” in order to assess the compatibility, equity and adaptability of classroom-ready global citizenship education materials. Our aims were to understand how pre-service candidates made use of the Primer as a means to integrate global citizenship education topics into the regular curriculum. Based on our research that was informed by a mixed-method methodology consisting of focus groups, journal reporting, and survey data, we document teacher education candidates' experiences with the Primer. Our research of how teacher candidates make use of the Primer offers evidence that the teacher candidates' desire and ability to teach global citizenship themes through classroom-ready resources has been facilitated by utilizing the Primer

The Writing of Women into Canadian Educational History in English Canada and Francophone Quebec, 1970 to 1995

The 1970 Report of the Royal Commission on the Status of Women of Canada represents the first official federal document to examine the situation of women in Canadian education through a feminist lens. It paid close attention to education, claiming that “whenever women are denied access to education, they cannot be said to have equality.” Feminist historians participated in this transformative movement in response to an increasing demand to make women visible; the new social history, which developed novel methodologies in its quest to recover the past from the bottom up, assisted them in their efforts to develop the field of women’s history across Canada. Our article examines the importance of feminist associations, publishing houses, journals, and awards in supporting the development of scholarship on women and education. We follow that overview with comments about the earliest scholars working in this field, concentrating first on those in English Canada and then moving to the history of the field in French Canada.RésuméLe Rapport de la Commission royale d’enquête sur la situation de la femme au Canada de 1970 constitue le premier document fédéral officiel à étudier la situation des femmes dans l’éducation canadienne dans une perspective féministe. Il a accordé une attention particulière à l’éducation, affirmant que lorsqu’« on refuse à une femme la possibilité de faire les mêmes études que l’homme, on ne peut dire qu’elle bénéficie de l’égalité ». Les historiennes et historiens, en majorité des chercheuses féministes, ont participé à ce mouvement de transformation en réponse à la demande croissante pour rendre les femmes visibles. Ayant contribué à développer de nouvelles méthodologies cherchant à reconstituer le passé à partir d’une approche « du bas vers le haut », la nouvelle histoire sociale leur a permis de développer le champ de l’histoire des femmes à travers le Canada. Notre article examine l’importance des associations féministes, des maisons d’édition, des revues et des prix comme soutien au développement de la recherche sur les femmes et l’éducation. Dans un second temps, nous examinons les figures pionnières de la recherche dans ce domaine, en nous concentrant d’abord sur les personnalités importantes du Canada anglais, avant de poursuivre avec l’histoire de ce champ de recherche au Canada français.

Introduction: Historical thinking, historical consciousness

In September, 2014, the University of Ottawa Education Research Unit, Making History / Faire l’histoire, hosted Canadian History at the Crossroads, a SSHRC-funded symposium in collaboration with the Canadian Museum of History in Gatineau, Québec. The symposium brought together multiple stakeholders, historians, history and museum educators, classroom teachers—including Governor General’s award winners as well as teacher education and graduate students—to stimulate further public dialogue on pedagogies of history and the politics of remembrance. Building on some of the symposium’s original contributions as well as other submissions, this Canadian Journal of Education Special Capsule advances current debates in history education, historical thinking, and historical consciousness, and forges new directions for collective understandings of the past, by connecting with everyday lived experiences in the present. The contributions range from discussions of how young people themselves understand their past to the link- ages between forms of remembering and conceptions of the nation itself.