AàC – Revue canadienne “Historical Studies in Education/Revue d’histoire de l’éducation”

La revue canadienne Historical Studies in Education/Revue d’histoire de l’éducation (https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/issue/archive) est ouverte à toute proposition d’article venant du monde francophone. Il s’agit d’une revue bilingue et complètement accessible en open access. Il est par ailleurs possible d’envoyer des contributions pour le numéro de printemps 2022. 

Les personnes intéressées peuvent contacter le rédacteur en chef, Jason Ellis (j.ellis [at] ubc.ca).

Parution – Sarah Glassford et Amy J. Shaw (eds.), “Making the Best of It. Women and Girls of Canada and Newfoundland during the Second World War”, UBC Press, 2020

https://www.ubcpress.ca/making-the-best-of-it

Many women who lived through the Second World War believed it heralded new status and opportunities, but scholars have argued that very little changed. How can these interpretations be reconciled? Making the Best of It examines the ways in which gender and other identities intersected to shape the experiences of female Canadians and Newfoundlanders during the war. The contributors to this thoughtful collection consider mainstream and minority populations, girls and women, and different parts of Canada and Newfoundland. They reassess topics such as women’s presence in the military and in munitions factories, and tackle entirely new subjects such as wartime girlhood in Quebec.

Collectively, these essays broaden the scope of what we know about the changes the war wrought, and draw on diverse methodologies to address wider debates about memory, historiography, and feminism.

Making the Best of It offers new insights into the impact of the Second World War and lays the foundation for a better understanding of the dramatic alterations that occurred in the lives of women and girls in Canada after the 1940s.

Students and scholars of history, women’s studies, and childhood studies will find this work compelling, as will others interested in women’s and gender history, children’s history, and the history of Canada and/or Newfoundland during the Second World War.

Parution – « Varia », Historical Studies in Education/Revue histoire de l’éducation, Spring / printemps 2021

https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/issue/view/451

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

Jeremy Istead, Catherine Carstairs, Kathryn L. Hughes

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

Natalie Cross, Thomas Peace

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

Hannah Lindsay Rudderham

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

Joshua C. Blank

Parution – Stephen Jackson, “Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand”, Brill, 2020

https://brill.com/view/title/57607

Focusing on Australia, Canada, and New Zealand, Religious Education and the Anglo-World historiographically examines the relationship between empire and religious education. The analysis centres on three formative eras in the development of religious education in each case: firstly, the foundational moments of publicly funded education in the mid- to late nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880-1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, Stephen Jackson calls for a greater transnational approach to the study of religious education in the Anglo-World.

Parution – Sébastien Lecompte-Ducharme, “Apprendre à lire autrement. Une histoire de la méthode dynamique des filles de la Charité du Sacré-Coeur de Jésus, 1942-2002”, PU Laval, 2020

https://www.pulaval.com/produit/apprendre-a-lire-autrement-une-histoire-de-la-methode-dynamique-des-filles-de-la-charite-du-sacre-coeur-de-jesus-1942-2002

Et si nous enseignions la lecture différemment ? Telle fut l’ambition de sœur Renée du Saint-Sacrement et d’une poignée de compagnes qui ont voulu, en plein cœur des années 1940, participer aux innovations pédagogiques de l’heure. Chemin faisant, les Filles de la Charité du Sacré-Cœur de Jésus se sont trouvé une nouvelle vocation : répandre une méthode moderne d’apprentissage de la lecture dans les écoles partout au Québec, puis de par le monde. Cette entreprise a su traverser les époques : la Méthode dynamique a prospéré sous une révolution qui n’avait rien de tranquille pour les religieuses québécoises. Au fil des ans, elle a été employée dans des milliers de classes du primaire du Québec et d’ailleurs.

Cette étude novatrice montre que les communautés religieuses féminines, loin d’accepter le statu quo , participent énergiquement à la modernisation de l’école québécoise et parviennent à maintenir avec succès une activité traditionnelle comme l’édition de manuels scolaires jusque dans les années 2000.

Parution – “Varia”, Historical Studies in Education/Revue histoire de l’éducation, Fall / automne 2020

https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/issue/view/451

Façonner l’âme d’une nation par l’histoire : La vulgarisation historique, selon Marie-Claire Daveluy (1880–1968)

Louise Bienvenue

Appréhender le monde selon la théologie naturelle: l’enseignement des sciences au pensionnat des Ursulines de Québec (1830 –1910)

Mélanie Lafrance

La Néocolonialité des curricula du primaire au Cameroun: 1963 –2001

Emmanuel Thiery Nna

De la synthèse géographique à l’approche territoriale : l’évolution des définitions de la géographie dans les manuels québécois contemporains (1957–2005)

Raphaël Pelletier

Encounters with Sexuality: The Management of Inappropriate Body Behaviour and Body Talk in Late Nineteenth-Century British Columbia Schools

Jean Barman

“Breathe in… breathe out”: Contextualizing the Rise of Mindfulness in Canadian Schools

Catherine Gidney

Constitutional Rights at the Kitchen Table: British Columbia Francophones and the Making of a Minority-Language Educational System

Nicolas Kenny

Parution – “Disability and the History of Education”, History of Education Quarterly, Volume 60 – Special Issue 3 – August 2020

Special Issue on Disability and the History of Education

Jason Ellis et Kate Rousmaniere, Guest Editors

Articles

Professor Bailyn, Meet Professor Baynton: The “New Disability History ” of Education

Jason Ellis et Kate Rousmaniere

“To give light where He made all dark”: Educating the Blind about the Natural World and God in Nineteenth Century North America

Joanna L. Pearce

“Every One of Them Are Worth It”: Blanche Van Leuven Browne and the Education of the “CrippledChild”

Leanna Duncan

“The Important Consideration, After All, Is Disability”: Physical Standards for Teachers in Los Angeles, 1930–1970

Kristen Chmielewski

Home Economics, “Handicapped Homemakers,” and Postwar America

Laura Micheletti Puaca

Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools

Christine Ashby, Julia M White, Beth Ferri, Siqi Li et Lauren Ashby

Parution – Donatella della Porta, Lorenzo Cini et César Guzmán-Concha, “Contesting Higher Education. Student Movements against Neoliberal Universities”, Bristol UP, 2020

https://bristoluniversitypress.co.uk/contesting-higher-education

Français

S’appuyant sur de nouvelles recherches sur l’enseignement supérieur au Royaume-Uni, au Canada, au Chili et en Italie, cette étude comparative rigoureuse examine les épisodes clés des manifestations étudiantes contre les politiques et pratiques néolibérales dans les universités d’aujourd’hui. Tout en examinant les origines et les résultats des réformes de l’enseignement supérieur, les auteurs replacent ces vagues de manifestations dans le contexte plus large des mouvements étudiants, de l’activisme politique et des questions sociales, notamment l’inégalité et les droits civils. Offrant de nouveaux arguments théoriques sophistiqués basés sur un travail empirique fascinant, les idées et les conclusions révélées dans cette étude originale sont précieuses pour quiconque s’intéresse aux études sociales, politiques et connexes.

Anglais

Using new research on higher education in the UK, Canada, Chile and Italy, this rigorous comparative study investigates key episodes of student protests against neoliberal policies and practices in today’s universities. As well as examining origins and outcomes of higher education reforms, the authors set these waves of demonstrations in the wider contexts of student movements, political activism and social issues, including inequality and civil rights. Offering sophisticated new theoretical arguments based on fascinating empirical work, the insights and conclusions revealed in this original study are of value to anyone with an interest in social, political and related studies.

Parution – Rosa Bruno-Jofre et Jon Igelmo Zaldivar, “Catholic Education in the Wake of Vatican II”, University of Toronto Press, 2017

The Second Vatican Council (Vatican II), called by Pope John XXIII in 1959, produced sixteen documents that outlined the Church’s attempts to meet increasing calls for modernization in the wake of  social and cultural changes that were taking place in the twentieth century.

Catholic Education in the Wake of Vatican II is the first work dedicated to the effects of the Second Vatican Council on catholic education in various national and cultural contexts. These original pieces, grounded in archival research, explore the social, political, and economic repercussions of Catholic educational changes in Canada, Europe, and South America. The volume provides insightful analysis of many issues including the tensions between Catholicism and Indigenous education in Canada, the secularization of curriculum in the Catholic classroom, Church-State relations and more. The contributors reveal the tensions between doctrinal faith and socio-economic structures of privilege found within the Church and introduces the reader to complex political interactions within the Church itself in the midst of a rapid era of secularization.

Parution – “Education and Nature”, revue Paedagogica Historica, Volume 56, Issue 1-2 (2020)

Sélection de plus de 170 articles parus en histoire de l’éducation entre janvier et juin 2021 (revue mondiale)

Compilation de la veille faite chaque mois sur H-Education par Rick Mikulski, MLS, PhD, Assistant Professor & Librarian à la Portland State University

Janvier

Alber, Julia M.; Allegrante, John P.  ; Auld, M. Elaine ; Breny, Jean. “Looking Back and Moving Forward: SOPHE’s 70 Years of Contributions to Health Education” Health Education & Behavior, v47 n6 p793-801 Dec 2020. [note: SOPHE is Society for Public Health Education]

Choi, Jamyung. “The Consolidating the Collar Line: The Professionalization of Engineering and Social Stratification in Modern Japan,” International Labor and Working-Class History No. 98, Fall 2020, pp. 216–236.

Continuer la lecture de « Sélection de plus de 170 articles parus en histoire de l’éducation entre janvier et juin 2021 (revue mondiale) »

Denis Simard , Jean-François Cardin, Olivier Lemieux (dirs.), “La pensée éducative et les intellectuels au Québec. La génération 1915-1930”, Presses de l’Université de Laval, 2019

Les recherches sur les intellectuels au Québec ont donné lieu à de nombreuses publications ces quinze dernières années. Ces recherches tissent une histoire riche et complexe autour d’hommes et de femmes qui ont pris la parole dans l’espace public et qui ont tenu un discours critique sur la société. Pour intéressantes qu’elles soient, elles laissent pourtant dans l’ombre une question essentielle pour toute société, la question éducative. L’historiographie québécoise de l’éducation montre en effet qu’il y a très peu d’études dédiées à la pensée éducative au Québec, donc à une histoire intellectuelle de l’éducation. Par pensée éducative, nous entendons les conceptions de l’éducation, leurs finalités et leurs valeurs, les modèles humains qu’elles souhaitent former, les justifications qui les fondent. Ce livre est consacré à combler en partie cette lacune. Il a pour but en particulier d’examiner la pensée éducative de quelques figures intellectuelles marquantes au Québec nées entre 1915 et 1930. Quel sens ont-elles donné à l’éducation ? Quelle place occupait l’éducation dans l’économie de leur pensée ? Sur quelles conceptions du savoir et de l’homme reposait-elle ? Quelles visées éducatives poursuivaient-elles ? Ce sont là quelques-unes des questions qui sont examinées dans cet ouvrage.

La plupart des textes de cet ouvrage sont issus d’un symposium organisé les 17 et 18 mai 2017 à Montréal lors du 4 e Colloque international du Centre de recherche interuniversitaire sur la formation et la profession enseignante et consacré à la pensée éducative au Québec.

Parution – Stephen Jackson, “Constructing National Identity in Canadian and Australian Classrooms. The Crown of Education”, Springer, 2018

This book explores the evolution of Canadian and Australian national identities in the era of decolonization by evaluating educational policies in Ontario, Canada, and Victoria, Australia. Drawing on sources such as textbooks and curricula, the book argues that Britishness, a sense of imperial citizenship connecting white Anglo-Saxons across the British Empire, continued to be a crucial marker of national identity in both Australia and Canada until the late 1960s and early 1970s, when educators in Ontario and Victoria abandoned Britishness in favor of multiculturalism. Chapters explore how textbooks portrayed imperialism, the close relationship between religious education and Britishness, and efforts to end assimilationist Anglocentrism and promote equality in education. The book contributes to British World scholarship by demonstrating how decolonization precipitated a massive search for identity in Ontario and Victoria that continues to challenge educators and policy-makers today.

Parution – Douglas E. Delaney, Robert C. Engen et Meghan Fitzpatrick, “Military Education and the British Empire, 1815–1949”, UBC Press, 2021

Common military education was the lifeblood of the armies, navies, and air forces of the British Empire. It permeated every aspect of the profession of arms and was an essential ingredient for success in both war and peace. Yet much military history overlooks external factors and influences such as education, which shape armed forces.

Military Education and the British Empire is the first major scholarly work to address the role of military education in maintaining the empire throughout the nineteenth and twentieth centuries. Bringing together the world’s top scholars on the subject, this book places distinct national narratives – Canadian, Australian, South African, British, and Indian – within a comparative context. The contributors examine military education within the British Empire as a generator of institutional knowledge, as a socializing agent, and as an enhancer of interoperability. Moreover, this volume explores the importance of professional military education as a catalyst for forging effective alliances and coalition operations, which have highlighted the need for military forces to operate seamlessly with alliance partners – most recently in Afghanistan, Iraq, and Libya.

Military Education and Empire is the first volume to examine military education from a transnational perspective, which allows readers the opportunity to consider the connections between education and empire.

This book will interest scholars of both military history and education. Given the contemporary resonance of the subject, there are also vital lessons for policy makers and military practitioners alike.

Sélection de plus de 300 articles parus en histoire de l’éducation pendant l’année 2020 (revue mondiale)

Compilation de la veille faite chaque mois sur H-Education par Rick Mikulski, MLS, PhD, Assistant Professor & Librarian à la Portland State University

Janvier 2020

  • Arnaldo Briskievicz, Danilo. “A educação no Brasil colonial a partir do Serro/MG (1702 a 1758). [Education in Serro/MG, colonial Brazil (1702-1758).]” Espacio, Tiempo y Educación, Vol. 7 Issue 1, p205-225.
  • D’ALESSIO, Michela. “The «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 47-67.
  • DALLABRIDA, Norberto. “The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 133-146.
  • D’Ascenzo, Mirella. “Pedagogic Alternatives in Italy after the Second World War: the Experience of the Movimento di Cooperazione Educativa and Bruno Ciari’s New School in Bologna.” Espacio, Tiempo y Educación, 2020, Vol. 7 Issue 1, p69-87.
  • GROVES, Tamar. “Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982).” Espacio, Tiempo y Educación. v. 7, n. 1, p. 163-180, jan. 2020.
  • Lowe, Roy. “The charitable status of elite schools: the origins of a national scandal” History of Education, January 2020, Vol.49(1), pp.4-17.
  • MACHADO TRUJILLO, Cristian. “The Technological Boom in Schools in the 80s: an Approximation to the Spanish ATENEA Programme.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 247-262, jan. 2020.
  • MANGAL, Aarti. “A century of teacher education in India: 1883-1985.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 263-285, jan. 2020.
  • McCormack, Christopher F. “Society, science and institutionally-embodied higher education reform in nineteenth-century Ireland: the role of mobile, professional elites in fashioning reform.” History of Education; Jan2020, Vol. 49 Issue 1, p18-37.
  • Meşeci Giorgetti, Filiz. “Nation-building in Turkey through ritual pedagogy: the late Ottoman and early Turkish Republican era.” History of Education; Jan2020, Vol. 49 Issue 1, p77-103.
  • ROBERT, André D; JEAN-YVES, Seguy. “The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?” Espacio, Tiempo y Educación, v. 7, n. 1, p. 27-45, jan. 2020.    
  • Rosnes, Ellen Vea. “A time of destiny for Norwegian mission schools in Zululand and Natal under the policy of Bantu Education (1948–1955).” History of Education; Jan2020, Vol. 49 Issue 1, p104-125.
  • VISACOVSKY, Nerina. “Between State and Private Education: the Ideological Dilemma of Argentine Progressive Jews (1955-1995).” Espacio, Tiempo y Educación, [S.l.], v. 7, n. 1, p. 287-313, jan. 2020.
Continuer la lecture de « Sélection de plus de 300 articles parus en histoire de l’éducation pendant l’année 2020 (revue mondiale) »

Publication – Historical Studies in Education / Revue d’histoire de l’éducation, n° 32/1, 2019 (Canada)

Special Contribution

Focus on Higher Education

Articles

Publication – Historical Studies in Education / Revue d’histoire de l’éducation, n° 31/2, 2019 (Canada)

Articles

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