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

Front Matter

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To “Evaluate the Mental Powers of the Indian Children": Race and Intelligence Testing in Canada's Indian Residential School System

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Scholars have examined how theories of race-based intelligence as they relate to IQ testing have impacted Canadian society in the realms of educational policy, immigration, and public health, yet little research has focused on the role of IQ and other intelligence testing in the Indian residential school system. When administrators observed students’ poor grade progression, they sought not to reform a system that forced the children to work for at least half the day, but rather to blame students’ home environments and supposedly hereditary racial traits. This paper examines the social scientific context of intelligence testing in residential schools in the early to mid-1900s and argues that testing results—a biased and inaccurate measure of mental ability—played a role in justifying the schools’ emphasis on a limited academic curriculum. It argues that the data gathered on Indigenous mental deficiency came to form part of the “official information” guiding the Department of Indian Affairs’ administration of the residential school system. Ultimately, discourses of race-based mental inferiority impacted the type and quality of education provided to Indigenous children with reverberations down to the present day.

Plumbing the University of Toronto: William James Dunlop and the History of Adult Education in Canada

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Working as the director of University Extension and Publicity for the University of Toronto from 1920 to 1951, William Dunlop built a large and diverse set of adult education programs, developed an influential discourse of extension, and sustained support for the adult education movement from three university presidents. This article explains the rise of institutional commitment to extension work due to political, financial, and competitive factors and demonstrates that the enduring outcomes of Dunlop’s work included programmatic forms through which university extension was delivered and discourses through which extension work was positioned at Canadian universities. Rather than accept the rhetoric of university leaders—that the extension movement was about the democratization of higher education—scholars should recognize that the engagement of universities in extension work was rooted in those institutions’ struggles for resources and was implicated in the role of universities as agents in developing new forms of social class relations.

Bibliography of Canadian Educational History

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Kristy L. Slominski, Teaching Moral Sex: A History of Religion and Sex Education in the United States

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Sara Z. MacDonald, University Women: A History of Women and Higher Education in Canada

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Mirelsie Velázquez, Puerto Rican Chicago: Schooling the City, 1940-1977

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Brian Titley, Predatory Nuns: Sexual Abuse in North American Catholic Sisterhoods

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Peter Kallaway, The Changing Face of Colonial Education in Africa: Education, Science, and Development

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Jarvis R. Givens, Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching

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Crystal Lynn Webster, Beyond the Boundaries of Childhood: African American Children in the Antebellum North

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Wayne Dowler, A History of Education in Modern Russia: Aims, Ways, Outcomes

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Michele A. Johnson and Funké Aladejebi, eds., Unsettling the Great White North: Black Canadian History

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Jane Martin, Gender and Education in England Since 1770: A Social and Cultural History

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Penney Clark and Alan Sears, The Arts and the Teaching of History: Historical F(r)ictions

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Jon N. Hale, The Choice We Face: How Segregation, Race, and Power Have Shaped America's Most Controversial Educational Reform Movement

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James Elwick, Making a Grade: Victorian Examinations and the Rise of Standardized Testing

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Sharon S. Lee, An Unseen Unheard Minority: Asian American Students at the University of Illinois

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Catherine Larochelle, L’école du racisme. La construction de l’altérité à l’école québécoise (1830–1915)

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Félix Bouvier et Charles-Philippe Courtois (dir.), L’Histoire nationale du Québec. Entre bon-ententisme et nationalisme, de 1832 à nos jours

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Robert Gagnon et Denis Goulet, La formation d’une élite. Les bourses d’études à l’étranger du gouvernement québécois (1920–1959)

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2020 and 2022 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 2022 conference held in Victoria, British Columbia from October 13th to 15th. The awards cover the period 2018–2020 and 2020–2022.

L’Association canadienne d’histoire de l’éducation a décerné ses prix bisannuels lors de son congrès tenu à Victoria, Colombie-Britannique, du 13 au 15 octobre 2022. Ces récompenses couvrent les années 2018–2020 et 2020–2022.

Meilleur ouvrage ou anthologie en langue française / Best French-language book or anthology, 2020
Bousquet, Marie-Pierre et Karl Hele. La blessure qui dormait à poings fermés : L’héritage des pensionnats autochtones au Québec. Montréal : Recherches amérindiennes au Québec, 2019.

Meilleur ouvrage ou anthologie en langue française / Best French-language book or anthology, 2022
Larochelle, Catherine. L’école du racisme : La construction de l’altérité à l’école québécois. Montréal : Les presses de l’Université de Montreal, 2021.

Best English-language book or anthology / Meilleur ouvrage ou anthologie en anglais, 2020
Gidney, Catherine. Captive Audience: How Corporations Invaded Our Schools. Toronto: Between the Lines, 2019.

Best English-language book or anthology / Meilleur ouvrage ou anthologie en anglais, 2022
Aladejebi, Funké. Schooling the System: A History of Black Women Teachers. Montreal and Kingston: McGill-Queen’s University Press, 2021.

Mason, Raymond, Theodore Christou, and Jackson Pind. Spirit of the Grassroots People: Seeking Justice for Indigenous Survivors of Canada’s Colonial Education System. Montreal and Kingston: McGill-Queen’s University Press, 2020.

Meilleur article ou chapitre inédit en langue française n’a pas été attribué 2018–2022. / Best French-language article or original chapter was not awarded 2018–2022.

Best English-language article or original chapter / Meilleur article ou chapiter inédit en langue anglaise, 2020
Clark, Penney. “‘The Most Just of All Educational Legislation’: Provision of Free Textbooks in the Province of Ontario, 1846–1967.” Journal of Canadian Studies/Revue d’études canadiennes 53, no. 2 (Spring 2019): 392–422.

Best English-language article or original chapter / Meilleur article ou chapitre inédit en langue anglaise, 2022
Carleton, Sean. “‘The Children Show Unmistakable Signs of Indian Blood’: Indigenous Children Attending Public Schools in British Columbia, 1872–1925.” History of Education 50, no. 3 (2021): 313–337.

Honourable Mention: English-language article or original chapter / Mention honorable pour article ou chapiter en langue anglaise, 2022
Cross, Natalie and Thomas Peace. “‘My Own Old English Friends’: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University.” Historical Studies in Education/Revue d’histoire de l’éducation 33, no. 1 (Spring 2021): 22–49.

Cathy James Memorial Dissertation Prize / Le Prix commémoratif Cathy James, 2020

Lemieux, Olivier. « L’histoire à l’école, matière à débats...Analyse des sources de controverses entoutant les réformes de programmes d’histoire du Québec au secondaire (1961–2013). » Thèse de doctorat. Université Laval, 2019.

Cathy James Memorial Dissertation Prize / Le Prix commémoratif Cathy James, 2022

Pind, Jackson. “Indian Day Schools in Michi Saagiig Anishinaabeg Territory, 1899–1978.” Unpublished doctoral dissertation. Queen’s University, 2021.

Distinguished Contribution Prize / Prix pour une contribution exceptionnelle

At its 2010 biennial conference, the CHEA/ACHÉ established the Distinguished Contribution Award to be presented to individuals “who have made a distinguished contribution to scholarship in the history of education over their careers and/or to the work of CHEA/ACHÉ.” The 2022 recipient of the award is Elizabeth Smyth, OISE-Toronto.

Lors de son congrès de 2010, l’ACHÉ/CHEA a créé un prix à être décerné à des individus
« qui ont apporté une contribution remarquable aux connaissances en histoire de l’éducation durant leur carrière ou leur implication dans l’ACHÉ/CHEA. » Le récipiendaire pour 2022 est Elizabeth Smyth, OISE-Toronto.

Contributors

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Guidelines for Authors

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