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

Front Matter

K. M. Gemmell — 2021-05-11

Before #MeToo: The Fight against Sexual Harassment at Ontario Universities, 1979-1994

Jeremy Istead — 2021-05-11

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 CAUT Bulletin. 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. 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. 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.

“My Own Old English Friends”: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University

Natalie Cross — 2021-05-11

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. 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.

The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929

Hannah Lindsay Rudderham — 2021-05-11

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.

Thrifty Trustees, Curriculum Clashes, and Gender Disparities: Late Nineteenth- and Early Twentieth-Century Barriers in Education in Rural Renfrew County

Joshua C. Blank — 2021-05-11

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.

Rosa Bruno-Jofré, The Sisters of Our Lady of the Missions: From Ultramontane Origins to a New Cosmology

M. C. Havey — 2021-05-11

rosalind hampton, Black Racialization and Resistance at an Elite University

Natasha Henry — 2021-05-11

Sarah Glassford and Amy Shaw, eds., Making the Best of It: Women and Girls of Canada and Newfoundland During the Second World War

Jane Nicholas — 2021-05-11

David Franklin Mitch and Gabriele Cappelli, Globalization and the Rise of Mass Education

Yotam Ronen — 2021-05-11

Stephen Jackson, Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand

E Brian Titley — 2021-05-11

Xavier Riondet, L’expérience Vrocho à Nice. Controverses et résistances du quotidien au cœur de l’évolution des normes

Fabien Groeninger — 2021-05-11

Stéphane Lévesque et Jean-Philippe Croteau, L’avenir du passé. Identité, mémoire et récits de la jeunesse québécoise et franco-ontarienne

Alexandre Lanoix — 2021-05-11

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

Dominique Laperle — 2021-05-11

Report

Contributors

K. M. Gemmell — 2021-05-11

Guidelines for Authors

K. M. Gemmell — 2021-05-11