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

Front Matter

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Le Conseil supérieur de l’éducation sous le gouvernement Lévesque (1976-1985) : entre recherche d'autonomie et éloignement

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When René Lévesque’s Parti Québécois came to power in 1976, it promised to continue the renewal of the education system initiated by the Quiet Revolution. After the tumultuous years of Robert Bourassa’s Liberal reign, marked by a large number of school and union crises, the change of government filled the education world with hope. Quite quickly, however, the PQ education ministers, Jacques-Yvan Morin and Camille Laurin, were faced with major challenges. In this article, we look at how the Conseil supérieur de l’éducation worked during this period to preserve the integrity of its mission, which was threatened by the birth of another advisory body, the Conseil des collèges. We also look at the evolution of the Conseil supérieur de l’éducation, an evolution marked by practices and positions that distanced the organism from both the government and the public, notably with regard to education funding and the status of teachers. In conclusion, we describe how the arrival of Pierre Lucier as president seems to have led to a renewal and reorientation of the advisory body.

Charles T. Loram's Decade in North America: From Black South Africans to Indigenous North Americans

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Early in the twentieth century, Charles Templeman Loram (1879–1940) fashioned a transnational career focussed on the education and control of colonized peoples. Starting with the education of Black South Africans, Loram took inspiration from the American model of “Negro industrial education,” formulated by Booker T. Washington. Loram’s authorship of The Education of the South African Native (1917) led to his appointment to the Native Affairs Commission in 1921. His liberal views (by South African standards) led to his eventual career derailment in 1929. Assisted by American philanthropic interests, an appointment at Yale University as the Sterling Professor of Education and chair of a new Department of Race Relations and Culture Contacts led to his emigration to the United States in 1931. There, Loram became involved with North American Indigenous peoples. Supported by philanthropic leaders and John Collier, head of the Bureau of Indian Affairs, Loram was able to expand this work, retaining his former interests and travelling extensively in the colonized world. Loram took students to reservations and lectured and organized seminars and conferences on the Indigenous peoples of North America. The landmark North American Indian Today conference, held in Toronto in 1939, was the culmination of his activities involving Indigenous peoples. This article explores how Loram’s North America-based experiences influenced his view of Indigenous peoples. In an apparent contradiction, he rejected the view that there were innate racial differences between Indigenous and non-Indigenous peoples, yet he continued to support racial segregation in education. For Loram, the disintegration of Indigenous cultures was inevitable, and full assimilation into “civilized” society an eventuality. Interspersed through this article are descriptions of Loram’s use of networking, illustrating his strategy for penetrating recently corporatized foundation structures and gaining access to sponsors, resources, and opportunities.

A History of “Francophone Perspectives” in Alberta's Social Studies Curricula (1993–2024)

2025-01-10T23:28:03-08:00

In 2005, Alberta’s ministry of education introduced a mandate to learn about “Francophone perspectives” in its social studies curriculum, from kindergarten to grade 12. This curriculum, which is now under reform, failed to define the terms “perspectives” and “Francophone perspectives;” in addition, it neglected to outline the historical and constitutional reasons that justified their inclusion. This article considers how and why the term “Francophone perspectives” found its way into the Alberta curriculum. I analyzed the draft and final versions of the social studies curriculum since the term first appeared in a 1999 draft, as well as related government consultations and the testimonies of curriculum authors. I argue that Francophone perspectives were recognized and kept their place, despite criticism, due to: 1) unprecedented partnerships between Canadian ministries of education as well as Indigenous, francophone, and anglophone curriculum authors; 2) their mobilization of James Banks’s transformative approach to multicultural education; 3) an underlying pluralist vision of Canada as a partnership between francophones, Indigenous peoples, and anglophones; and 4) the authors’ protection of Francophone and Indigenous perspectives amidst negative feedback. This article illuminates the advent of the now-popular multi-perspectival approach to social studies in Western and Northern Canada as well as the crafting of new ways to write curriculum in partnership.

Bibliography of Canadian Educational History

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Rosa Bruno-Jofré, Michael Attridge, and Jon Igelmo Zaldivar, eds., Rethinking Freire and Illich: Historical, Philosophical, and Theological Perspectives

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Jason Mayernick, Not Alone: LGB Teachers Organizations from 1970 to 1985

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Marie Laing, Urban Indigenous Youth Reframing Two-Spirit

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Stephanie Fox and Lukas Boser, eds., National Literacies in Education: Historical Reflections on the Nexus of Nations, National Identities, and Education

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Lauren Bialystok and Lisa M. F. Andersen, Touchy Subject: The History and Philosophy of Sex Education

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Gary McCulloch, Antonio F. Canales, and Hsiao-Yuh Ku, Brian Simon and the Struggle for Education

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Leo Baskatawang, Reclaiming Anishinaabe Law: Kinamaadiwin Inaakonigewin and the Treaty Right to Education

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Barbara Lorenzkowski, Kristine Alexander, and Andrew Burtch, eds., Small Stories of War: Children, Youth, and Conflict in Canada and Beyond

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Julia Brock and Evan Faulkenbury, eds., Teaching Public History

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Krista McCracken and Skylee-Storm Hogan-Stacey, Decolonial Archival Futures

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Julia Erhart, The Children's Hour

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Jesse Chanin, Building Power, Breaking Power: The United Teachers of New Orleans, 1965–2008

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Lauren Leigh Kelly and Daren Graves, eds., The Bloomsbury Handbook of Hip Hop Pedagogy

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Jarvis R. Givens, School Clothes: A Collective Memoir of Black Student Witness

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Matthew Gardner Kelly, Dividing the Public: School Finance and the Creation of Structural Inequity

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Yves Lenoir, Bourdieu éducateur. De l'habitus aux principes devant guider les practiques en enseignement

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Marie-Aimée Cliche, La vie familiale dans la vallée du Saint-Laurent, XVIIe-XVIIIe siècles

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Yves Gingras, Pour l'avancement des sciences : histoire de l'ACFAS (1923-2023)

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Daniel Poitras et Micheline Cambron, L'Université de Montréal. Une histoire urbaine et internationale

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2024 Canadian History of Education Association Founders' Prizes / Association canadienne d'histoire de l'éducation Prix des Fondateurs

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The Canadian History of Education Association awarded its biennial publication prizes at its 2024 conference held in Ottawa, Ontario from October 17^th to 19^th. The awards cover the period 2022-2024.

L’Association canadienne d’histoire de l’éducation a décerné ses prix bisannuels lors de son congrès tenu à Ottawa, Ontario, du 17 au 19 octobre 2024. Les prix couvrent les années 2022-2024.

Bruce Curtis, “Beryl on the Margins: A Memoir of Teaching ‘Under Disadvantages'"

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Correction

Page 71. Two recently uncovered newspaper obituaries for Beryl’s stepmother from February, 1903 suggest that Beryl lost her hearing not in 1897, but rather in this later year. Both sources describe her as being deathly ill with both scarlet fever and diphtheria. Since she spoke so well in later life, it is likely at age 12, not age 5, that she lost her hearing.

Page 79, Figure 4. Beryl’s car is a circa 1920 Ford Roadster, not a 1930 Ford Model T Roadster as the caption says.

Contributors

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Guidelines for Authors

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