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

{"title":"Félix Bouvier et Charles-Philippe Courtois (dir.), L’Histoire nationale du Québec. Entre bon-ententisme et nationalisme, de 1832 à nos jours","authors":"R. Gani","doi":"10.32316/hse-rhe.v34i2.5121","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5121","url":null,"abstract":"","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126811057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jane Martin, Gender and Education in England Since 1770: A Social and Cultural History","authors":"Catherine Ramey","doi":"10.32316/hse-rhe.v34i2.5089","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5089","url":null,"abstract":"","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"71 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123248314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Catherine Larochelle, L’école du racisme. La construction de l’altérité à l’école québécoise (1830–1915)","authors":"Valentina Gaddi","doi":"10.32316/hse-rhe.v34i2.5127","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5127","url":null,"abstract":"","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129759766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"James Elwick, Making a Grade: Victorian Examinations and the Rise of Standardized Testing","authors":"Peiyu Wang, Liying Cheng","doi":"10.32316/hse-rhe.v34i2.5087","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5087","url":null,"abstract":"","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"774 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126939029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Plumbing the University of Toronto: William James Dunlop and the History of Adult Education in Canada","authors":"S. McLean","doi":"10.32316/hse-rhe.v34i2.5043","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5043","url":null,"abstract":"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.","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124092812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brian Titley, Predatory Nuns: Sexual Abuse in North American Catholic Sisterhoods","authors":"D. Elliott","doi":"10.32316/hse-rhe.v34i2.5103","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5103","url":null,"abstract":"book affirms our untold histories as Puerto Ricans who have not received the whole truth of the colonized status the United States still holds over us over one hundred years after our conditional citizenship. This book is for any educators/teachers in Chicago as well as for Puerto Rican students everywhere. The current conversations, actions, and even legislation to teach culturally responsive pedagogy is impossible without work like Puerto Rican Chicago. This book provides both the content that can help connect students to their learning as well as insights into the process of teaching such content. It also provides a rich history of Chicago as a centre for urban education. This book can provide urban educators in any city an example of a much-needed critical account of how social issues within a city context impact education and schooling. Finally, this book is a must-read for all ethnic studies/ Latinx studies scholars: there is a gap in the field for Puerto Rican studies. We must continue to advance and centre the critical contributions of Boricua studies. This piece of scholarship is most importantly a call to action; Velázquez provides us with the blueprints we need to enact social change for Puerto Ricans in Chicago. Many of the historical dilemmas highlighted in the book are currently still lived realities. Specifically, after the election of #45 in 2016 and especially after the domestic attack on the United States government on January 6, 2021, which touted white supremacy, we are seeing an increase of racism and English-only stances on language that impact the Puerto Rican communities in Chicago and everywhere. Velázquez’s book is needed now more than ever, as we cannot forget the resistance that our ancestors and elders exhibited!","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114892763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mirelsie Velázquez, Puerto Rican Chicago: Schooling the City, 1940-1977","authors":"Marlena Ceballos, Erica R. Dávila","doi":"10.32316/hse-rhe.v34i2.5109","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5109","url":null,"abstract":"Peruvian sociologist Aníbal Quijano coined the term “coloniality of power” to describe the way colonial forms of domination live on in postcolonial nations and metropoles. While his theory grew from the Latin American context, this framework also offers a useful lens for analyzing racialized inequality as it manifests in the United States, particularly in an age when the task of decolonizing education has assumed new prominence. While Americans don’t often like to admit it, the US was and is an empire. Mirelsie Velázquez’s Puerto Rican Chicago: Schooling the City, 1940–1977 reminds us of this fact, arguing that the form of schooling that Puerto Rican children recieved on the continent served as a continuation of colonial policies that began in the Caribbean in 1898. That was the year the United States assumed control of the island (more precisely, the archipelago) following the Spanish-American War and began imposing an English-language and Americanization curriculum on residents. Yet “coloniality,” Velázquez asserts, “including the experience of being subjugated to the will of an oppressive power—does not end when immigrants leave the colonized land and arrive in the colonizers’ territory” (p. 2). Those logics and practices often transfer to the belly of the beast, including its classrooms. Velázquez’s important monograph offers a detailed account of these dynamics and “the centrality of schools and schooling in the life of the [Puerto Rican] diaspora” (p. 4), as a source of both oppression and liberation. Although Puerto Ricans, unlike other immigrants, arrived in the Windy City with US citizenship, that status did “not always offer the benefits of agency, access to resources, or a better way of life” (p. 5). To some city officials they were still seen as deportable and “perpetual foreigners.” As Velázquez argues, Puerto Ricans consequently turned to educational institutions to build their community, claim space, and assert their rights in a place where their racial, linguistic, and colonial identities marked them as second-class citizens, similar to and yet distinct from their Black and Mexican American neighbors. Puerto Rican Chicago follows a chronological path, beginning with the early years of migration in the 1940s and ending in 1977, when a confrontation with the police erupted at the Puerto Rican Day Parade. The introduction provides a helpful overview","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130456835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Michele A. Johnson and Funké Aladejebi, eds., Unsettling the Great White North: Black Canadian History","authors":"E. Lawson","doi":"10.32316/hse-rhe.v34i2.5081","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5081","url":null,"abstract":"","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115133042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crystal Lynn Webster, Beyond the Boundaries of Childhood: African American Children in the Antebellum North","authors":"W. King","doi":"10.32316/hse-rhe.v34i2.5105","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5105","url":null,"abstract":"","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122310622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"2020 and 2022 Canadian History of Education Association Founders' Prizes / Association canadienne d'histoire de l'éducation Prix des Fondateurs","authors":"Mallory Davies","doi":"10.32316/hse-rhe.v34i2.5135","DOIUrl":"https://doi.org/10.32316/hse-rhe.v34i2.5135","url":null,"abstract":"\u0000 \u0000 \u0000The 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. \u0000L’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. \u0000Meilleur ouvrage ou anthologie en langue française / Best French-language book or anthology, 2020Bousquet, 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. \u0000Meilleur ouvrage ou anthologie en langue française / Best French-language book or anthology, 2022Larochelle, Catherine. L’école du racisme : La construction de l’altérité à l’école québécois. Montréal : Les presses de l’Université de Montreal, 2021. \u0000Best English-language book or anthology / Meilleur ouvrage ou anthologie en anglais, 2020Gidney, Catherine. Captive Audience: How Corporations Invaded Our Schools. Toronto: Between the Lines, 2019. \u0000Best English-language book or anthology / Meilleur ouvrage ou anthologie en anglais, 2022Aladejebi, Funké. Schooling the System: A History of Black Women Teachers. Montreal and Kingston: McGill-Queen’s University Press, 2021. \u0000Mason, 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. \u0000Meilleur 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. \u0000Best English-language article or original chapter / Meilleur article ou chapiter inédit en langue anglaise, 2020Clark, 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. \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000Best English-language article or original chapter / Meilleur article ou chapitre inédit en langue anglaise, 2022Carleton, 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. \u0000Honourable Mention: English-language article or original chapter / Mention honorable pour article ou chapiter en langue anglaise, 2022Cross, 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. \u0000Cathy James Memorial Dissertation Prize / Le Prix commémoratif Cathy James, 2020 \u0000Lemieux, Olivier","PeriodicalId":401038,"journal":{"name":"Historical Studies in Education / Revue d'histoire de l'éducation","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127939404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}