Historical Studies in Education / Revue d'histoire de l'éducation
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe
<p>We publish articles on every aspect of education, from pre-school to university education, on informal as well as formal education, and on methodological and historiographical issues. We also look forward to articles which reflect the methods and approaches of other disciplines. Articles are published in English or French, from scholars in universities and elsewhere, from Canadians and non-Canadians, from graduate students, teachers, researchers, archivists and curators of educational museums, and all those who are interested in this field.</p> <p>La Revue publie des articles portant sur tous les aspects de l'éducation, depuis la maternelle jusqu’à l’université, tant formelle qu'informelle, y compris des réflexions méthodologiques et historiographiques. La Revue est également ouverte aux contributions reflétant les méthodes et les approches propres à d'autres disciplines. Les articles publiés, en français ou en anglais, sont le fait de scientifiques, universitaires ou non, de Canadiens et de non Canadiens, d’étudiants diplômés, d’enseignants, de chercheurs, d’archivistes, de conservateurs de musées scolaires et, enfin, de tous ceux qui sont intéressés par le domaine de l’histoire de l’éducation.</p>Canadian History of Education Association / Association canadienne d'histoire de l'éducationen-USHistorical Studies in Education / Revue d'histoire de l'éducation0843-5057<p><strong>Open Access and Copyright Policy</strong></p> <p>Historical Studies in Education/Revue d’histoire de l’éducation (HSE/RHÉ) provides immediate open access to its content according to the Budapest Open Access Initiative. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of our articles. All journal content is freely available without charge to the user or his/her institution. Authors are not charged article processing fees for publication. Immediate open access to content is provided on the principle that making research freely available to the public supports a greater global exchange of knowledge. Users may not modify HSE-RHÉ publications, nor use them for commercial purposes without asking prior permission from the publisher and the author.</p> <p>Authors who publish with this journal agree to the following terms:</p> <p>a. Authors retain copyright and grant HSE-RHÉ the right of first publication.</p> <p>b. Authors who wish to enter into subsequent, separate, commercial or non-commercial, contractual arrangements for the non-exclusive distribution of the journal’s published version of their work (e.g., post it to an institutional repository or publish it in a book), must request permission from the journal. Subsequent publications must include an acknowledgement of its initial publication in HSE-RHÉ.</p> <p>c. Authors who wish to revise, transform, or build upon their HSE-RHÉ publications must request permission from the journal to publish the revised material. The resulting publication must include an acknowledgement of its initial form and publication in HSE-RHÉ.</p>Front Matter
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5259
Mallory Davies
Copyright (c) 2023 Mallory Davies
2023-12-212023-12-2110.32316/hse-rhe.2023.5259In Memoriam: Robert M. Stamp 1937-2023
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5245
Paul Axelrod
Copyright (c) 2023 Paul Axelrod
2023-12-212023-12-2110.32316/hse-rhe.2023.5245Making the Computer Fit for School
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5141
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>As a result of the computerization of various workplaces and the increased presence of micro- computers in society, several countries around the globe took steps in the 1980s to introduce computers into schools. In certain countries, such as East Germany (GDR) and Sweden, this meant developing a purpose-built computer centrally to raise pupils’ level of competence in informatics. As part of this process, the microcomputer became the epitome of educational technology. In this article, we investigate the process by which the microcomputer became an educational technology in the minds of the politicians and pedagogues involved in the projects. We argue that the national projects that the GDR and Sweden embarked upon express the dominant views of the respective state authorities in relation to the ideal relationship between computer technology, society, and education. Through a historical comparison by contrast of contexts, this article shows the sociotechnical imaginaries that prompted the two countries to initiate a strategy to bring computer technology into schools.</p> </div> </div> </div>Rosalía Guerrero CantarellCarmen Flury
Copyright (c) 2023 Rosalía Guerrero Cantarell, Carmen Flury
2023-12-212023-12-2110.32316/hse-rhe.2023.5141« Des mots et des commandements déplacés ». La prise en charge des étudiants vietnamiens du Plan Colombo à l’Université de Montréal (1950–1959)
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5179
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>During the long post-war period, Canada significantly increased its participation in inter- national aid through the Colombo Plan, which encouraged the arrival of foreign students at Western universities. Subjected to strict rules that took away much of their freedom, these students were instrumentalized both as future agents of their country’s development and as Canada’s promotional assets on the international stage. By examining the case of Vietnamese students at the Université de Montréal in the 1950s, we show that their arrival updated and sometimes hardened orientalist prejudices in a Cold War context where the education of coun- tries and students from the Global South appeared crucial in the fight against communism. As part of this undertaking, universities facilitated the implementation of the Colombo Plan’s objectives by relying on the paternalistic power relations that prevailed on campus at the time. However, far from being passive, these students played cunningly with the authorities and created spaces of solidarity which, despite the risks to their studies, enabled them to challenge the rigidity of the administrative and ideological frameworks to which they were subjected. In their own way, they prefigured the youth protest movement and the decolonization movement of the 1960s.</p> </div> </div> </div> <p> </p> <p> </p>Daniel Poitras
Copyright (c) 2023 Daniel Poitras
2023-12-212023-12-2110.32316/hse-rhe.2023.5179Digitally Mapping the Indian Day Schools and the RG10 School Files Series in Canada
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5193
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This article explores the process of creating a digital history resource on the topic of the Indian Day School system in Canada. It provides an overview of how the website www.indiandayschools.org was created by a team of history educators who built on the work and legacy of Indigenous activist Raymond Mason. The new open-access, inquiry-based resource displays all 699 recognized Indian Day Schools on an interactive map and integrates thousands of optimized files from Library and Archives Canada’s RG10 School File Series. This article details the challenges we encountered while undertaking this project and how digital Indigenous history can be a powerful tool for reconciliation.</p> </div> </div> </div>Benjamin Farmer LacombeJackson Pind
Copyright (c) 2023 Benjamin Farmer Lacombe, Jackson Pind
2023-12-212023-12-2110.32316/hse-rhe.2023.5193Beryl on the Margins: A Memoir of Teaching "Under Disadvantages"
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5173
<div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Beryl Curtis (1891–1991) taught elementary schools in marginal mining, milling, and cross- roads agricultural settlements in eastern Ontario, Canada, from 1911 to 1927. In this memoir, I situate her career within the dramatic changes that swept through the occupation of teaching in the first three decades of twentieth-century Ontario. A childhood illness cost Beryl most of her hearing, but she succeeded as a rural teacher, earning the active support and respect of her main school inspector. She excelled in print culture and had a reputation as an “excellent disciplinarian.” She attempted to manage her hearing difficulties by learning to read lips, and she tried to escape backwoods sections. But she was expelled from normal school and refused permanent teaching status. When attendance at a normal school or a college of education be- came a requirement for elementary school teaching in the later 1920s, Beryl was one of many hundreds of rural teachers policed out of the occupation. Her hearing difficulties became a disqualifying disability.</p> </div> </div> </div>Bruce Curtis
Copyright (c) 2023 Bruce Curtis
2023-12-212023-12-2110.32316/hse-rhe.2023.5173Olivier Lemieux, Penser l’histoire et son enseignement au Québec. Rencontres avec Guy Rocher, Denis Vaugeois, Bruno Deshaies, Michel Allard, Micheline Dumont, Christian Laville, Gilles Berger, Jacques Robitaille, Brian Young, Robert Comeau
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5249
Vincent Boutonnet
Copyright (c) 2023 Vincent Boutonnet
2023-12-212023-12-2110.32316/hse-rhe.2023.5249Dzovinar Kévonian et Guillaume Tronchet (dir.), Le Campus-monde. La Cité internationale universitaire de Paris de 1945 aux années 2000
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5237
Antonin Dubois
Copyright (c) 2023 Antonin Dubois
2023-12-212023-12-2110.32316/hse-rhe.2023.5237Gavin Butt, No Machos or Pop Stars: When the Leeds Art Experiment went Punk
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5229
Rebecca Binns
Copyright (c) 2023 Rebecca Binns
2023-12-212023-12-2110.32316/hse-rhe.2023.5229Sue Winton, Unequal Benefits: Privatization and Public Education in Canada
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5225
Ken Brien
Copyright (c) 2023 Ken Brien
2023-12-212023-12-2110.32316/hse-rhe.2023.5225Keith A. Mayes, The Unteachables: Disability Rights and the Invention of Black Special Education
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5235
Elaine Cagulada
Copyright (c) 2023 Elaine Cagulada
2023-12-212023-12-2110.32316/hse-rhe.2023.5235Sabina Vaught, Bryan McKinley Jones Brayboy, and Jeremiah Chin, The School-Prison Trust
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5223
Vicki Chartrand
Copyright (c) 2023 Vicki Chartrand
2023-12-212023-12-2110.32316/hse-rhe.2023.5223Sean Carleton, Lessons in Legitimacy: Colonialism, Capitalism, and the Rise of State Schooling in British Columbia
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5233
Sara Florence Davidson
Copyright (c) 2023 Sara Florence Davidson
2023-12-212023-12-2110.32316/hse-rhe.2023.5233Zebulon Vance Miletsky, Before Busing: A History of Boston’s Long Black Freedom Struggle
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5215
Matthew Delmont
Copyright (c) 2023 Matthew Delmont
2023-12-212023-12-2110.32316/hse-rhe.2023.5215Benjamin Bryce, The Boundaries of Ethnicity: German Immigration and the Language of Belonging in Ontario
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5219
Roswita Dressler
Copyright (c) 2023 Roswita Dressler
2023-12-212023-12-2110.32316/hse-rhe.2023.5219Amanda Gebhard, Sheelah McLean, and Verna St. Denis, eds., White Benevolence: Racism and Colonial Violence in the Helping Professions
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5231
Patrina Duhaney
Copyright (c) 2023 Patrina Duhaney
2023-12-212023-12-2110.32316/hse-rhe.2023.5231Kyle P. Steele, Making a Mass Institution: Indianapolis and the American High School
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5263
Jason Ellis
Copyright (c) 2023 Jason Ellis
2023-12-212023-12-2110.32316/hse-rhe.2023.5263 Andrea H. Procter, A Long Journey: Residential Schools in Labrador and Newfoundland
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5201
Tricia Logan
Copyright (c) 2023 Tricia Logan
2023-12-212023-12-2110.32316/hse-rhe.2023.5201Rita Bode, Lesley D. Clements, E. Holly Pike, and Margaret Steffler, eds., Children and Childhoods in L. M. Montgomery: Continuing Conversations
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5221
Shannon Murray
Copyright (c) 2023 Shannon Murray
2023-12-212023-12-2110.32316/hse-rhe.2023.5221Daniel S. Moak, From the New Deal to the War on Schools: Race, Inequality, and the Rise of the Punitive Education State
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5209
Jon Shelton
Copyright (c) 2023 Jon Shelton
2023-12-212023-12-2110.32316/hse-rhe.2023.5209France Nerlich and Eleonora Vratskidou, eds., Disrupting Schools: Transnational Art Education in the Nineteenth Century
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5217
Alison Syme
Copyright (c) 2023 Alison Syme
2023-12-212023-12-2110.32316/hse-rhe.2023.5217Philip Kirby and Margaret Jean Snowling, Dyslexia: A History
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5207
Tanya Titchkosky
Copyright (c) 2023 Tanya Titchkosky
2023-12-212023-12-2110.32316/hse-rhe.2023.5207Contributors
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5261
Mallory Davies
Copyright (c) 2023 Mallory Davies
2023-12-212023-12-2110.32316/hse-rhe.2023.5261Guidelines for Authors
https://www.historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5257
Mallory Davies
Copyright (c) 2023 Mallory Davies
2023-12-212023-12-2110.32316/hse-rhe.2023.5257