Historical Studies in Education / Revue d'histoire de l'éducation
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe
<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. 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. 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>Canadian History of Education Association / Association canadienne d'histoire de l'éducationen-USHistorical Studies in Education / Revue d'histoire de l'éducation0843-5057<p><strong>Open Access and Copyright Policy</strong></p> <p>Historical Studies in Education/Revue d’histoire de l’éducation (HSE/RHÉ) provides immediate open access to its content according to the Budapest Open Access Initiative. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of our articles. All journal content is freely available without charge to the user or his/her institution. Authors are not charged article processing fees for publication. Immediate open access to content is provided on the principle that making research freely available to the public supports a greater global exchange of knowledge. Users may not modify HSE-RHÉ publications, nor use them for commercial purposes without asking prior permission from the publisher and the author.</p> <p>Authors who publish with this journal agree to the following terms:</p> <p>a. Authors retain copyright and grant HSE-RHÉ the right of first publication.</p> <p>b. Authors who wish to enter into subsequent, separate, commercial or non-commercial, contractual arrangements for the non-exclusive distribution of the journal’s published version of their work (e.g., post it to an institutional repository or publish it in a book), must request permission from the journal. Subsequent publications must include an acknowledgement of its initial publication in HSE-RHÉ.</p> <p>c. Authors who wish to revise, transform, or build upon their HSE-RHÉ publications must request permission from the journal to publish the revised material. The resulting publication must include an acknowledgement of its initial form and publication in HSE-RHÉ.</p>Front Matter
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4989
K. M. Gemmell
Copyright (c)
2021-11-052021-11-05Message from the Editor 33.2
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4979
Jason Ellis
Copyright (c) 2021 Jason Ellis
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4979In Memoriam: Alison Prentice, 1934-2021
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4977
Kari DehliPaula BourneElizabeth SmythHarry Smaller
Copyright (c) 2021 Kari Dehli
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4977Architecture de la salle de classe québécoise : analyse historique et morphologique
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4905
<div align="justify"> <p>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.</p> </div>Sarahlou Wagner-LapierreAlexandre Zarié
Copyright (c) 2021 Sarahlou Wagner-Lapierre, Alexandre Zarié
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4905Enfants, enfance(s) et agentivité : un champ historique en transformation
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4929
<p>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.</p>Renaud Cardinal-LamarcheBenoit GaudreaultCatherine LarochelleRafael LavergneLaura-Marie Thibault
Copyright (c) 2021 Renaud Cardinal-Lamarche, Benoit Gaudreault, Catherine Larochelle, Rafael Lavergne, Laura-Marie Thibault
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4929Les premières années du Conseil supérieur de l’éducation (1964–1966)
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4963
<p>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.</p>Olivier LemieuxJean-Philippe Warren
Copyright (c) 2021 Olivier Lemieux, Jean-Philippe Warren
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4963Revisiting the Progressive Education Debate: Ontario Schooling in the 1950s
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4899
<p>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.</p>Frank K. Clarke
Copyright (c) 2021 Frank K. Clarke
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4899Samantha Cutrara, Transforming the Canadian History Classroom: Imagining a New “We”
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4967
Michael Cappello
Copyright (c) 2021 Michael Cappello
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4967Douglas E. Delaney, Robert C. Engen, and Meghan Fitzpatrick, eds. Military Education and the British Empire, 1815-1949
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4959
Mary Chaktsiris
Copyright (c) 2021 Mary Chaktsiris
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4959Paul Bocking, Public Education, Neoliberalism, and Teachers: New York, Mexico City, Toronto
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4975
Josh Cole
Copyright (c) 2021 Josh Cole
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4975Stéphane Lévesque and Jean-Philippe Croteau, Beyond History for Historical Consciousness: Students, Narrative, and Memory
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4995
Samantha Cutrara
Copyright (c) 2021 Samantha Cutrara
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4995Rie Croll, Shaped by Silence: Stories from Inmates of the Good Shepherd Laundries and Reformatories
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4965
Mallory Davies
Copyright (c) 2021 Mallory Davies
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4965Sheila Carr-Stewart, ed., Knowing the Past, Facing the Future: Indigenous Education in Canada
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4955
<p>N/A</p>Heather E. McGregor
Copyright (c) 2021 Heather E. McGregor
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4955Jody Mason, Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4961
James Trépanier
Copyright (c) 2021 James Trépanier
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4961Paul W. Bennett, The State of the System: A Reality Check on Canada's Schools
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4949
Charles Ungerleider
Copyright (c) 2021 Charles Ungerleider
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4949Catherine Gidney, Captive Audience: How Corporations Invaded Our Schools
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4981
Sue Winton
Copyright (c) 2021 Sue Winton
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4981Denis Simard, Jean-François Cardin et Olivier Lemieux, dir., La pensée éducative et les intellectuels au Québec. La génération 1900–1915
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4999
Normand Baillargeon
Copyright (c) 2021 Normand Baillargeon
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4999Jean-Noël Luc, Jean-François Condette et Yves Verneuil, Histoire de l’enseignement en France, XIXe–XXIe siècle
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5005
Marlaine Cacouault-Bitaud
Copyright (c) 2021 Marlaine Cacouault-Bitaud
2021-11-052021-11-0510.32316/hse-rhe.v33i2.5005Michel Allard, Paul Aubin, Félix Bouvier et Rachel Desrosiers, Une histoire de la formation des maîtres au Québec
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/5003
Adriana Morales-Perlaza
Copyright (c) 2021 Adriana Morales-Perlaza
2021-11-052021-11-0510.32316/hse-rhe.v33i2.5003Suzanne Commend, Vulnérables, tolérés, exclus : histoire des enfants handicapés au Québec, 1920–1990
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4997
Stéphane-D. Perreault
Copyright (c) 2021 Stéphane-D. Perreault
2021-11-052021-11-0510.32316/hse-rhe.v33i2.4997Contributors
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4991
K. M. Gemmell
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2021-11-052021-11-05Guidelines for Authors
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/article/view/4993
K. M. Gemmell
Copyright (c)
2021-11-052021-11-05