Historical Studies in Education / Revue d'histoire de l'éducation

Front Matter

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In Memoriam: Robert M. Stamp 1937-2023

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Making the Computer Fit for School

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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.

« Des mots et des commandements déplacés ». La prise en charge des étudiants vietnamiens du Plan Colombo à l’Université de Montréal (1950–1959)

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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.

Digitally Mapping the Indian Day Schools and the RG10 School Files Series in Canada

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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.

Beryl on the Margins: A Memoir of Teaching "Under Disadvantages"

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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.

Olivier 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

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Dzovinar Kévonian et Guillaume Tronchet (dir.), Le Campus-monde. La Cité internationale universitaire de Paris de 1945 aux années 2000

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Gavin Butt, No Machos or Pop Stars: When the Leeds Art Experiment went Punk

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Sue Winton, Unequal Benefits: Privatization and Public Education in Canada

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Keith A. Mayes, The Unteachables: Disability Rights and the Invention of Black Special Education

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Sabina Vaught, Bryan McKinley Jones Brayboy, and Jeremiah Chin, The School-Prison Trust

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Sean Carleton, Lessons in Legitimacy: Colonialism, Capitalism, and the Rise of State Schooling in British Columbia

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Zebulon Vance Miletsky, Before Busing: A History of Boston’s Long Black Freedom Struggle

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Benjamin Bryce, The Boundaries of Ethnicity: German Immigration and the Language of Belonging in Ontario

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Amanda Gebhard, Sheelah McLean, and Verna St. Denis, eds., White Benevolence: Racism and Colonial Violence in the Helping Professions

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Kyle P. Steele, Making a Mass Institution: Indianapolis and the American High School

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Andrea H. Procter, A Long Journey: Residential Schools in Labrador and Newfoundland

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Rita Bode, Lesley D. Clements, E. Holly Pike, and Margaret Steffler, eds., Children and Childhoods in L. M. Montgomery: Continuing Conversations

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Daniel S. Moak, From the New Deal to the War on Schools: Race, Inequality, and the Rise of the Punitive Education State

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France Nerlich and Eleonora Vratskidou, eds., Disrupting Schools: Transnational Art Education in the Nineteenth Century

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Philip Kirby and Margaret Jean Snowling, Dyslexia: A History

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Contributors

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Guidelines for Authors

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