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

Front Matter

K. M. Gemmell — 2021-11-05

Message from the Editor 33.2

Jason Ellis — 2021-11-05

In Memoriam: Alison Prentice, 1934-2021

Kari Dehli — 2021-11-05

Architecture de la salle de classe québécoise : analyse historique et morphologique

Sarahlou Wagner-Lapierre — 2021-11-05

The aim of this paper is to document the factors that have influenced the particular evolution of classrooms in elementary schools. To this end, a set of archival documents tracing the history of Quebec's school buildings since the end of the 19th century was collected. The data collected was analyzed using a thematic classification of the semantic units identified in these texts. This made it possible to identify, from the discourses of a group of actors who contributed to the process of defining school spaces (e.g. architects, politicians, administrators, etc.), the main reasons given to explain their conceptual choices according to the construction period. These reasons were then associated with the classroom configurations identified in a representative sample of Quebec primary school buildings.

Enfants, enfance(s) et agentivité : un champ historique en transformation

Renaud Cardinal-Lamarche — 2021-11-05

This article addresses one of the central questions that has animated the field of children's history in recent years: how to go beyond the paradigm of agentivity in the interpretation of the evidences left by children? What interpretative schemes are proposed to replace it? Before addressing this issue and the archival and methodological challenges inherent to it, we propose an overview of the field of children's history. The goal is to offer a French-speaking readership an overview of some of the epistemological reflections that animate this branch of the historical discipline. Exploring themes such as the relationship between voice, experience, emotion and agentivity, the process of constructing the narrative of childhood through archives, and the benefits of transnational perspectives, this text is a plea for a renewal of children's history in the francophone world.

Les premières années du Conseil supérieur de l’éducation (1964–1966)

Olivier Lemieux — 2021-11-05

The Quiet Revolution witnessed the emergence in Quebec of a large number of structures in the name of accessibility to education. At the heart of these innovations, one organization stands out: the Conseil supérieur de l'éducation (Quebec’s Superior Council of Education). In this article, we look at the early days of this organization to understand how its first members interpreted and operationalized the mission entrusted to them by the Parent Commission and the Minister of Education at the time, Paul Gérin-Lajoie. This archival perspective is enriched by a review of the different public opinions, op-eds, and papers commenting on the creation of the new organization. We offer an original perspective on the early years of the Conseil supérieur de l'éducation, which was seen as one of the main pillars of the Quiet Revolution's efforts to promote democratization and social justice.

Revisiting the Progressive Education Debate: Ontario Schooling in the 1950s

Frank K. Clarke — 2021-11-05

This paper explores the debate over progressive education in Ontario pedagogy during the 1950s and expands upon the work of previous scholars who argue that schooling in the 1950s was neither strictly traditional nor progressive but rather a blend of the two approaches. This study expands upon previous research by looking at various school boards in the province. Drawing upon original research from provincial and school board archives, as well as professional education journals, I conclude that although traditionalism was a common approach in Ontario education, the reality was that the 1950s were not as conservative as some scholars have argued, and that there was more nuance in pedagogy, with pockets of progressive experimentation throughout the province.

Samantha Cutrara, Transforming the Canadian History Classroom: Imagining a New “We”

Michael Cappello — 2021-11-05

Douglas E. Delaney, Robert C. Engen, and Meghan Fitzpatrick, eds. Military Education and the British Empire, 1815-1949

Mary Chaktsiris — 2021-11-05

Paul Bocking, Public Education, Neoliberalism, and Teachers: New York, Mexico City, Toronto

Josh Cole — 2021-11-05

Stéphane Lévesque and Jean-Philippe Croteau, Beyond History for Historical Consciousness: Students, Narrative, and Memory

Samantha Cutrara — 2021-11-05

Rie Croll, Shaped by Silence: Stories from Inmates of the Good Shepherd Laundries and Reformatories

Mallory Davies — 2021-11-05

Sheila Carr-Stewart, ed., Knowing the Past, Facing the Future: Indigenous Education in Canada

Heather E. McGregor — 2021-11-05

N/A

Jody Mason, Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

James Trépanier — 2021-11-05

Paul W. Bennett, The State of the System: A Reality Check on Canada's Schools

Charles Ungerleider — 2021-11-05

Catherine Gidney, Captive Audience: How Corporations Invaded Our Schools

Sue Winton — 2021-11-05

Denis Simard, Jean-François Cardin et Olivier Lemieux, dir., La pensée éducative et les intellectuels au Québec. La génération 1900–1915

Normand Baillargeon — 2021-11-05

Jean-Noël Luc, Jean-François Condette et Yves Verneuil, Histoire de l’enseignement en France, XIXe–XXIe siècle

Marlaine Cacouault-Bitaud — 2021-11-05

Michel Allard, Paul Aubin, Félix Bouvier et Rachel Desrosiers, Une histoire de la formation des maîtres au Québec

Adriana Morales-Perlaza — 2021-11-05

Suzanne Commend, Vulnérables, tolérés, exclus : histoire des enfants handicapés au Québec, 1920–1990

Stéphane-D. Perreault — 2021-11-05

Contributors

K. M. Gemmell — 2021-11-05

Guidelines for Authors

K. M. Gemmell — 2021-11-05