Historical Studies in Education / Revue d'histoire de l'éducation 2021-05-27T14:55:37-07:00 Jason Ellis, Editor Open Journal Systems <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.&nbsp;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.&nbsp;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> Front Matter 2021-05-11T15:31:37-07:00 K. M. Gemmell 2021-05-11T14:26:02-07:00 Copyright (c) 2021 Before #MeToo: The Fight against Sexual Harassment at Ontario Universities, 1979-1994 2021-05-12T12:29:41-07:00 Jeremy Istead Catherine Carstairs Kathryn L. Hughes <p>This article examines the campaign against sexual harassment conducted at Ontario universities between 1979 and 1994, looking closely at four universities: York, Queen’s, Toronto, and Carleton. Sources examined included campus newspapers, national media, and the&nbsp;<em>CAUT Bulletin</em>. The term “sexual harassment” was only coined in 1975, but it was quickly taken up by campus feminists in Ontario who successfully fought to have universities adopt policies and procedures to combat sexual harassment.&nbsp;By the late 1980s, they had broadened their campaign to look beyond predatory instructors, focusing on actions and behaviours that created a sexist climate that hindered women’s learning and their full participation in campus life.&nbsp;The arguments of both the supporters and the opponents of the campaign are examined. The article concludes with the failure of the Ontario government to impose a “zero tolerance” policy on sexual harassment at universities. While sexual harassment continues to exist at Ontario universities, campus feminists made significant progress during these years.</p> 2021-05-11T14:27:21-07:00 Copyright (c) 2021 Jeremy Istead, Catherine Carstairs, Kathryn L. Hughes “My Own Old English Friends”: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University 2021-05-12T12:29:14-07:00 Natalie Cross Thomas Peace <p>Focusing on Huron College, Shingwauk Residential School, and Western University, this article considers how common social and financial networks were instrumental in each institution’s beginnings. Across the Atlantic, these schools facilitated the development of networks that brought together settlers, the British, and a handful of Indigenous individuals for the purposes of building a new society on Haudenosaunee and Anishinaabe Land. Looking specifically at the activities of Huron’s principal, Isaac Hellmuth, and Shingwauk’s principal, Rev. Edward F. Wilson, the article demonstrates how ideas about empire, Christian benevolence, and resettlement entwined themselves in the institutions these men created. &nbsp;Specifically, Anglican fundraising in both Canada and England reinforced the importance of financial networks, but also drew upon and crafted an Indigenous presence within these processes. Analyzing the people, places, and ideologies that connected Huron, Western, and Shingwauk demonstrates how residential schools and post-secondary education were ideologically—and financially—part of a similar, if not common, project. As such, the article provides a starting point for considering how divergent colonial systems of schooling were intertwined to serve the developing settler-colonial project in late nineteenth-century Ontario.</p> 2021-05-11T14:29:33-07:00 Copyright (c) 2021 Natalie Cross, Thomas Peace The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929 2021-05-12T12:28:48-07:00 Hannah Lindsay Rudderham <p>Progressive educators who travelled to the Soviet Union in the 1920s were often enthusiastic about the schools they visited, despite the fact that early Soviet educational reform had been chaotic and largely unsuccessful. The accounts of five such visitors, John Dewey, Scott Nearing, Lucy L.W. Wilson, Carleton Washburne, and George S. Counts are examined here. They show that this discrepancy between perception and reality was not the result of naivety or even self-censorship. Rather, I argue that the progressive education movement’s utopian outlook was a key factor in these educators’ reception of Soviet schools, enabling them to recognize serious shortcomings, while maintaining they were among the most important schools in the world. In their orientation to the future, they viewed Soviet schools as a laboratory, whose findings could advance the cause of the broader progressive education movement.&nbsp;</p> 2021-05-11T14:32:06-07:00 Copyright (c) 2021 Hannah Lindsay Rudderham Thrifty Trustees, Curriculum Clashes, and Gender Disparities: Late Nineteenth- and Early Twentieth-Century Barriers in Education in Rural Renfrew County 2021-05-27T14:29:11-07:00 Joshua C. Blank <p>As several scholars contend, there is a paucity of material on the lives of thousands of rural teachers who taught in one-room Ontario schools and helped to build late nineteenth- and early twentieth-century rural communities. This article enriches the discourse on Canadian schooling by closely studying the life of one rural teacher, Elizabeth (Etmanski) Shalla, and several of her descendants by giving a glimpse into the one-room schoolhouse of yesteryear. More specifically, their first-hand experiences, as well as those of community members in western Renfrew County, sheds new light on geographical barriers to education and jurisdictional struggles between trustees and school inspectors and adds to the discourse on gender barriers and financial disparities in the struggle to obtain an, and maintain a life in, education on the rural Ontario frontier.</p> 2021-05-11T14:34:11-07:00 Copyright (c) 2021 Joshua C. Blank Rosa Bruno-Jofré, The Sisters of Our Lady of the Missions: From Ultramontane Origins to a New Cosmology 2021-05-27T14:55:37-07:00 M. C. Havey 2021-05-11T14:37:32-07:00 Copyright (c) 2021 M. C. Havey rosalind hampton, Black Racialization and Resistance at an Elite University 2021-05-12T12:27:28-07:00 Natasha Henry 2021-05-11T14:38:30-07:00 Copyright (c) 2021 Natasha Henry Sarah Glassford and Amy Shaw, eds., Making the Best of It: Women and Girls of Canada and Newfoundland During the Second World War 2021-05-12T12:27:02-07:00 Jane Nicholas 2021-05-11T14:39:00-07:00 Copyright (c) 2021 Jane Nicholas David Franklin Mitch and Gabriele Cappelli, Globalization and the Rise of Mass Education 2021-05-12T12:26:34-07:00 Yotam Ronen 2021-05-11T14:39:35-07:00 Copyright (c) 2021 Yotam Ronen Stephen Jackson, Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand 2021-05-12T12:26:08-07:00 E Brian Titley 2021-05-11T14:40:07-07:00 Copyright (c) 2021 E Brian Titley Xavier Riondet, L’expérience Vrocho à Nice. Controverses et résistances du quotidien au cœur de l’évolution des normes 2021-05-12T12:25:43-07:00 Fabien Groeninger 2021-05-11T14:41:07-07:00 Copyright (c) 2021 Fabien Groeninger Stéphane Lévesque et Jean-Philippe Croteau, L’avenir du passé. Identité, mémoire et récits de la jeunesse québécoise et franco-ontarienne 2021-05-12T12:25:18-07:00 Alexandre Lanoix 2021-05-11T14:41:30-07:00 Copyright (c) 2021 Alexandre Lanoix Sébastien Lecompte-Ducharme, Apprendre à lire autrement. Une histoire de la méthode dynamique des filles de la Charité du Sacré-Cœur de Jésus, 1942–2002 2021-05-12T12:24:53-07:00 Dominique Laperle <p><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Report</span></span></p> 2021-05-11T14:43:11-07:00 Copyright (c) 2021 Dominique Laperle Contributors 2021-05-11T15:31:52-07:00 K. M. Gemmell 2021-05-11T14:43:52-07:00 Copyright (c) 2021 Guidelines for Authors 2021-05-11T15:31:52-07:00 K. M. Gemmell 2021-05-11T14:44:23-07:00 Copyright (c) 2021