DOCSLIB.ORG

Download Download

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download Download http://www.ucalgary.ca/hic • ISSN 1492-7810 2001 Editorial Board Editors Paul J. Stortz E. Lisa Panayotidis Instructor, Canadian Studies Assistant Professor Director, Canadian Heritage Internet Project History of Education, Visual Culture, Social History of Ethnicity and the Curriculum Theory, Cultural Studies Professoriate Faculty of Education Faculty of Communication and Culture University of Calgary University of Calgary [email protected] [email protected] [email protected] Editorial Board Members William Bruneau Malek Khouri Professor Assistant Professor History of Universities; Social and Film and Cultural Studies Intellectual History of Europe and Canada Faculty of Communication and Culture Faculty of Education University of Calgary University of British Columbia, Vancouver [email protected] [email protected] Allan MacKinnon Janice Dickin Associate Professor Professor Science Education and Teacher Education Law and Society, Women's Studies Faculty of Education Associate Dean (Research) Simon Fraser University Faculty of Communication and Culture Burnaby, British Columbia University of Calgary [email protected] [email protected] Lorry Felske A.B. McKillop, FRSC Assistant Professor Professor Chair, Canadian Studies Intellectual and Cultural History Use of History in Western Canadian Identity; History Department Suburban Culture; Coal Mining History Carleton University Faculty of Communication and Culture Ottawa, Ontario University of Calgary [email protected] [email protected] Michael McMordie Jim Field Professor Associate Professor 20th Century Architectural History and Interpretive Inquiry and Teacher Education, Theory, Aesthetics Student Resistance and Alternative Faculties of Environmental Design and Assessment Communication & Culture Faculty of Education University of Calgary University of Calgary [email protected] [email protected] Anthony Potts R. Douglas Francis Senior Lecturer Professor Higher Education and Social Foundations, Canadian Intellectual and Social History Qualitative Methods Department of History School of Arts and Education University of Calgary La Trobe University [email protected] Bendigo, Australia [email protected] Ronald Glasberg Associate Professor Dave Pushkin History of Ideas Adjunct Assistant Professor Faculty of Communication and Culture Science Education, Theory and Practice University of Calgary Department of Chemisty and Physical [email protected] Sciences Pace University Michiel Horn New York, New York Professor [email protected] Canadian History and History of Higher [email protected] Education [email protected] Department of History Glendon College, York University Robert M. Stamp Toronto, Ontario Professor [email protected] History of Education Faculty of Education University of Calgary [email protected] Consulting Editors Harold Averill David B. Marshall Assistant University Archivist Chair, Department of History History of the University of Toronto and Canadian History, History of Religion Higher Education in Canada; glbt Studies University of Calgary University of Toronto Archives mailto:[email protected] mailto:[email protected] W.P.J. Millar Paul Axelrod Editor, Historical Studies in Education Professor 19th Century Canadian Education; History of History of Education Professions and Professional Education in Dean, Faculty of Education Ontario York University London, Ontario Toronto, Ontario mailto:[email protected] [email protected] Owen S. Moore Doug Brent Independent Scholar Professor 20th Century European Military History Associate Dean (Academic Programs and London, Ontario Faculty Affairs) [email protected] Composition Theory, Theories of Learning, History and Theory of Rhetoric Kathleen Scherf Faculty of Communication and Culture Professor University of Calgary Canadian Studies [email protected] Dean, Faculty of Communication and Culture Donald Fisher University of Calgary Professor [email protected] History and Sociology of Education Educational Studies Tamara Palmer Seiler Faculty of Education Associate Professor University of British Columbia, Vancouver Canadian Literature and History; Ethnicity, [email protected] Multiculturalism, and Cultural Politics Faculty of Communication and Culture R.D. Gidney University of Calgary Professor Emeritus [email protected] 19th and 20th Century Canadian Education; History of Professions and Professional Martin S. Staum Education in Canada Professor Faculty of Education Intellectual History: Enlightenment and University of Western Ontario French Revolution mailto:[email protected] Department of History University of Calgary mailto:[email protected] Trevor H. Levere J.D. Wilson Professor Professor Emeritus History of Science History of Education Institute for the History and Philosophy of University of British Columbia Science and Technology RR #13 Lambert Island University of Toronto Thunder Bay, Ontario [email protected] P7B 5E4 David Levine Ian Winchester Professor Professor Social History of Education History and Philosophy of Western Thought Department of Theory and Policy Studies Faculty of Education Ontario Institute for Studies in Education of University of Calgary the University of Toronto mailto:[email protected] [email protected] Malcolm MacLeod Professor History of Atlantic Region; History of Higher Education Department of History Memorial University St. John's, Newfoundland mailto:[email protected] .
Load more

Recommended publications
  • Download Download
    http://www.ucalgary.ca/hic • ISSN 1492-7810 2006 Editorial Board Editors Paul Stortz E. Lisa Panayotidis Assistant Professor Associate Professor Canadian Studies History of Education, Visual Culture, Social History of the Professoriate and Curriculum Theory, Cultural Studies Academic Cultures in Canada Faculty of Education Faculty of Communication and Culture University of Calgary University of Calgary [email protected] [email protected] Editorial Assistants Nicolas Wang Everett Wilson Web Consultant Editorial Assistant Information Technologies Political Communication; Intellectuals and Civil University of Calgary Society; Canadian Studies [email protected] Faculty of Communication and Culture University of Calgary [email protected] Editorial Board William Bruneau Doug Owram, FRSC Professor Emeritus of History of Education Professor History of Universities; Deputy Vice Chancellor and Vice President, Social and Intellectual History Academic and Research of Europe and Canada Canadian Intellectual History Faculty of Education History of Canadian Society, Economics, University of British Columbia, Vancouver and Politics, 20th Century [email protected] University of British Columbia Okanagan Kelowna, British Columbia [email protected] Lorry Felske A.B. McKillop, FRSC Assistant Professor Professor Chair, Canadian Studies Intellectual and Cultural History Use of History in Western Canadian Identity; History Department Suburban Culture; Coal Mining History Carleton University Faculty of Communication and Culture Ottawa, Ontario University of Calgary [email protected] [email protected] Kimberly Marinucci Jim Field Adjunct Assistant Professor Associate Professor Late 19th and 20th Century American Social and Interpretive Inquiry and Teacher Education, Intellectual History Student Resistance and Alternative School of Continuing and Professional Studies Assessment New York University Faculty of Education [email protected] University of Calgary [email protected] Anthony Potts Associate Professor R.
    [Show full text]
  • 158 Acadiensis What Happened to Canadian Intellectual History?
    158 Acadiensis Weight Champion, Mysterious Billy Smith, 1900 World Welter Weight Cham­ pion, Eddie Connolly, and four time winner of the Canadian Ladies Golf title, Mabel Thomson. In addition Flood details the history of a variety of sports teams from baseball to basketball to bowling. Like so many other sport historians Flood is most concerned with specific details and (male) achievements rather than with historical analysis. What makes his book more successful than most is not the penetrating insights, but the thorough research on a broad topic. While class-based sports, interprovincial rivalry, professionalism, and issues from out-migration to transportation are often peripheral to the main story, Flood has at least given a hint of both the rich sporting heritage of the area and the potential of Atlantic Canadian sport historiography. The first step in beginning to examine the cultural and sporting traditions of the region is to admit that they exist. Most of these books fail in historical analysis, but sadly enough they still represent a step forward in learning about the Atlantic region's sporting heritage. If the work fails to qualify as viable history that is only because historians have been neglectful. At the very least, these books of popular history rather than academic history have exploded one myth about the Atlantic region. In 1970, Kevin Jones argued at the First Canadian Symposium on the History of Sport and Physical Education that there was little to say about Eastern Canadian athletes: The Maritimes, unlike the Prairies, Ontario and Quebec were economi­ cally depressed and sport was never encouraged to the extent that it was in other parts of Canada.
    [Show full text]
  • Tenure and Academic Freedom in Canada
    Vol. 15: 23–37, 2015 ETHICS IN SCIENCE AND ENVIRONMENTAL POLITICS Published online October 1 doi: 10.3354/esep00163 Ethics Sci Environ Polit Contribution to the Theme Section ‘Academic freedom and tenure’ OPENPEN ACCESSCCESS Tenure and academic freedom in Canada Michiel Horn* York University, Toronto, ON, Canada ABSTRACT: In Canada, a persistent myth of academic life is that tenure was initiated and devel- oped in order to protect academic freedom. However, an examination of the historical record shows that in both its forms — viz. tenure during pleasure, whereby professors could be stripped of their employment if it suited a president and governing board, and tenure during good behav- ior, whereby professors were secure in their employment unless gross incompetence, neglect of duty, or moral turpitude could be proven against them — the institution took shape as the main defense of academic employment. In this paper, I explore the development of tenure since the middle of the 19th century, and the concepts of academic freedom with which tenure has become closely associated. I also make the case that tenure during good behavior has become a major sup- port of the academic freedom of professors even as that freedom is undergoing new challenges. KEY WORDS: University of Toronto · Sir Robert Falconer · McGill University · University of British Columbia · University of Manitoba · University of Alberta · Harry S. Crowe · Canadian Association of University Teachers INTRODUCTION academic freedom as it is understood today, the free- dom to teach, research, and publish, the freedom to Is the defense of academic freedom central to the express oneself on subjects of current interest and im- institution of tenure? Most Canadian academics are portance, and the freedom to criticize the institution in likely to answer, reflexively, in the affirmative.
    [Show full text]
  • MICHIEL Horn. -The League for Social Reconstruction: Intellectual Origins of the Democratic Left in Canada, 1930-1942
    558 HISTOIRE SOCIALE - SOCIAL HISTORY MICHIEL HoRN. -The League for Social Reconstruction: Intellectual Origins of the Democratic Left in Canada, 1930-1942. Toronto: University of Toronto Press, 1980. Pp. 270. It is fitting that on the eve of the fiftieth anniversary of the founding of the League for Social Reconstruction, we should have its definitive history. Michie! Horn has produced an extensively researched, critically analysed, and carefully recorded study of this Canadian equivalent to the British Fabian Society. The League for Social Reconstruction was the first organization of socialist intellectuals in Canada and the only one which worked out a systematic and comprehensive programme of social change. It was the brainchild of Frank Under­ hill, a controversial history professor at the University of Toronto, and Frank Scott, a young and iconoclastic law student at McGill University. In the depth of the Great Depression, they felt the need to form an organization of intellectuals which would offer guidance in bringing about a major reconstruction of Canadian politics and society. These men recruited a handful of dedicated academics from their respective universities who met in January of 1932 to launch the organization. The founding members (among whom were King Gordon, Eugene Forsey, David Lewis, Irene (Biss) and Graham Spry, Joe Parkinson and Eric Havelock) became the important "core group" of the League. They worked diligently to try to expand the League into a major national organization but without success. They were unable to establish branches in French Canada or in the Maritimes and had only twenty branches in the towns and cities of Ontario and the four western provinces.
    [Show full text]
  • Michiel Horn
    Michiel Horn Academic Freedom and the Dismissal of George Hunter' At ten a. m. on 29 June 1949, the Board of Governors of the University of Alberta were gathered in Edmonton for their regular meeting. High on the agenda was the name of George Hunter, head of the Depart­ ment of Biochemistry. Board members listened to President Robert Newton as he read "extracts from documents which had been before the Board on two occasions, and reported new complaints, some verbal, and specifically one supported by a statement signed by 17 students that on April 7 and at various times throughout the year, Dr. Hunter had in Biochemistry lectures made statements of his personal political opinions." Doubtless this brought frowns to the brows of some of the Gover­ nors. Hunter's views were not a closely held secret, but nor were they of a kind likely to please the business and professional men who domi­ nated the Board. Now he was preaching his left-wing message to his students in class time! He had done this in 1940, Newton said, and had been told to desist. In reply to a question, the President stated his recommendation was to terminate Dr. Hunter's appointment with the University, the latest incident being simply one in a series which had caused dissatisfactions accumulating over a period of years. Previous warnings to Dr. Hunter had proved ineffective.2 The Board spent the rest of the morning reviewing the case. None had been a Governor at the time of the incident in 1940, and they wanted to inform themselves about the details.
    [Show full text]
  • 2003 Editorial Board
    http://www.ucalgary.ca/hic • ISSN 1492-7810 2003 Editorial Board Editors Paul Stortz E. Lisa Panayotidis Instructor, Canadian Studies Assistant Professor Social History of Ethnicity and the History of Education, Visual Culture, Professoriate; Rural Society and Canadian Curriculum Theory, Cultural Studies Identity Faculty of Education Faculty of Communication and Culture University of Calgary University of Calgary [email protected] [email protected] Special Issue Editors Tamara Palmer Seiler Bruce B. Janz Associate Professor Associate Professor of Humanities Canadian Studies: Literature, Contemporary Continental philosophy History, Ethnic Studies, African/a philosophy Multiculturalism, Constitutional Humanities and Interdisciplinary Studies Politics, The Canadian West. Concept of Place American Studies: Literature, History of Mysticism History, The American West. University of Central Florida Cultural Studies, Rhetoric. Orlando, FL Faculty of Communication and [email protected] Culture www: http://pegasus.cc.ucf.edu/~janzb University of Calgary [email protected] Editorial Assistant Donovan J. Tymchyshyn Research Coordinator Indigenous Studies, History of Education, Cultural Studies, Urban Studies, Identity Politics Faculty of Social Work University of Calgary [email protected] Editorial Board William Bruneau Michael McMordie Professor Professor History of Universities; Social and Architectural history and Theory, 20th Century Intellectual History of Europe and Canada Architecture, Aesthetics, Universities Faculty of Education
    [Show full text]
  • MICHIEL HORN GLENDON COLLEGE, YORK UNIVERSITY "Identities Are Not Like Hats": Reflections on Identity Change, Dutch to Canadian
    MICHIEL HORN GLENDON COLLEGE, YORK UNIVERSITY "Identities are not like hats": Reflections on Identity Change, Dutch to Canadian In 2004 the Congress of the Humanities and any study, whether individual or more gen­ Social Sciences, with which CAANS meets eral, of the adaptation of immigrants to their annually, met at the University of Manitoba host country. and had as its theme "Confluence: ideas, identities, place". Quite possibly inspired In an overview of Dutch immigration and by Winnipeg's origins at the confluence of adaptation to Canada, Herman Ganzevoort the Red and Assiniboine Rivers, the theme writes: "Few immigrants purposely aban­ invited reflection about Canadian-ness, for doned the past or wholeheartedly accepted the population of this country has "flowed the Canadian way, yet by simply being in together" from an increasing number of other Canada they were changed. While most countries. How have they modified or shed of the first generation never did become their former national identity to become completely Canadianized, they also never Canadian - and in changing, what have remained wholly Dutch. They became tran­ they changed into? What has this meant for sitional in character."2 Most of us will intui­ people who have their origins in the Nether­ tively recognize truth in these lines. Yet the lands? questions remain. What is "the Canadian way"? 1 tried to address the process of becoming Canadian in my book Becoming Canadian: More than one eminent Canadian historian Memoirs of an Invisible Immigrant. In it 1 asked has over the years addressed the issue of the question: "In becoming Canadian, what Canadian identity.
    [Show full text]
  • History of Intellectual Culture
    History of Intellectual Culture www.ucalgary.ca/hic/ · ISSN 1492-7810 2002 · Vol. 2, No. 1 Academic Freedom, Academic Tenure, University Autonomy, and University Governance in Canada: A Bibliography Michiel Horn This bibliography has grown out of my book Academic Freedom in Canada: A History, published by the University of Toronto Press in 1999. For reasons of space, Gerry Hallowell of the Press and I agreed that the book should go into the world without a bibliography, the endnotes presumably being sufficient to meet the needs of readers wishing to consult the secondary sources. I hope the notes have served that purpose, but all the same I have come to regret the book’s failure to include a bibliography. A bibliography of works on academic freedom and tenure in Canada should prove useful to scholars and to educated people more generally. To increase its usefulness I have added to it books, journal articles, and dissertations on two subjects closely linked to academic freedom and tenure, i.e., university autonomy and university governance. The relations of universities with governments, church bodies, business corporations, and wealthy individuals have always affected academic freedom. So has the distribution of power among the president (or principal or rector), the Board of Governors (or Regents or Trustees), and the academic decision-making body (usually called the Senate). Nor can the influence of faculty members and (however limited) of students on institutional decision-making be ignored. I have spent many an hour searching the Internet as well as examining more traditional sources. None was more useful than the fine bibliography that forms part ofYouth, University and Canadian Society: Essays in the Social History of Higher Education (McGill-Queen’s University Press, 1989), edited by Paul Axelrod and John G.
    [Show full text]
  • History of Intellectual Culture
    History of Intellectual Culture www.ucalgary.ca/hic/ · ISSN 1492-7810 2001 Memoirs as Cultural and Intellectual History: A Personal View Michiel Horn In thinking of cultural and intellectual history, it may be easy to overlook memoirs in general and travel writing in particular. However, a moment’s refl ection should convince us that such an oversight is a mistake. To be sure, the most obvious faces of the memoir—confession, self-justifi cation, inside information—may seem far removed from cultural and intellectual history. But memoirs usually try to describe past times, societies, neighbourhoods, institutions, and events, as well as the cultural and intellectual infl uences that shaped the memoirist’s thoughts, beliefs, tastes, and preconceptions. One of the more potent of these infl u- ences is travel. The memoir I wrote, published in 1997 by the University of Toronto Press under the title Becoming Canadian: Memoirs of an Invisible Immigrant, tried to identify the infl uences that were at work in my trans- formation from a Dutch child to a Canadian adult. Focusing on the years from 1952, when my family and I reached Canada, to the mid-1970s, the book was an attempt to examine the process of social, cultural, and intellectual change that accompanies migration. A couple of reviewers faulted me for including material that in their opinion had little or nothing to do with my subject. I found myself conceding their point at least in part. The university politics that formed a signifi cant part of one chapter might well have been reduced in length or even left out, to be replaced by an account of my travels in the 1970s.
    [Show full text]
  • Michiel Horn. York University: the Way Must Be Tried
    138 Historical Studies in Education / Revue d’histoire de l’éducation BOOK REVIEWS / COMPTES RENDUS Michiel Horn. York University: The Way Must Be Tried. Montreal and Kingston: McGill-Queens University Press, 2009. 315 pp. John T. Saywell. Someone to Teach Them: York and the Great University Explosion, 1960–1973. Toronto: University of Toronto Press, 2008. 296 pp. Terry Crowley University of Guelph Is the university Western society’s peculiar institution? The concept of a peculiar institution came to prominence in the title of University for California historian Kenneth Stampp’s 1963 study of slavery in the antebellum American south. Where freedom was prized, slavery seemed as anomalous as to be the peculiar institution in American life. Universities are neither private sector nor public sector, falling instead in an inde- terminate middle. Whatever way you think about them and explain them, diachron- ically or synchronically, universities are darn right odd to outsiders, as foreign as their campuses are a maze to those unfamiliar with their ways. Universities varied greatly in places such as Bologna, Oxford, or Paris during Europe’s middle ages, though few escaped the influence of Roman Catholicism or did not find themselves in town-and- gown conflicts of various sorts. In some periods such as the eighteenth century, uni- versities tended to languish and became homes to nepotism and obscurantism, ele- ments that never disappear. The light kindled by the hopes of science and technology lit a fuse under nineteenth-century universities and led to a diminution in religious influence that lingered nevertheless. As universities began expanding in multi-faceted ways during the twentieth century, added complexity made them seem ever more im- penetrable and peculiar.
    [Show full text]
  • 1 ACADEMIC FREEDOM Michiel Horn If Sir Arthur Currie
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Calgary Journal Hosting www.ucalgary.ca/hic/ · ISSN 1492-7810 2004 · Vol. 4, No. 1 ACADEMIC FREEDOM Michiel Horn (The following is the Keynote Address delivered at the Meeting of Western Canadian Deans of Arts and Science, Victoria, British Columbia, 19 March 2004.) If Sir Arthur Currie (1875-1933) is remembered today, it is chiefly as the first Canadian-born commander of the Canadian Expeditionary Force in France and Flanders during the First World War. If Eugene Forsey (1904-91) is remembered, it is as a Senator, constitutional expert, and indefatigable letter writer to the Globe and Mail. By 1933, Currie owed his prominence not only to his war record but also to his position in the academic world. Although he was not a university graduate, he had been appointed Principal of McGill University in 1920. McGill’s Board of Governors must have thought that a man who had ably commanded thousands of soldiers would be more than able to hold his own as a captain of the higher learning. They were right. In the fall of 1933, Currie had problems on his mind. The Depression had the country, and McGill, in its grip. Endowment income was down by more than a third, and the gap between income and expenses was widening,1 making donations from well-to-do alumni and other supporters even more important than usual. Meanwhile, two faculty members, Frank R. Scott and Eugene Forsey, were drawing unwelcome attention to themselves and the university.
    [Show full text]
  • 2002 Editorial Board
    http://www.ucalgary.ca/hic • ISSN 1492-7810 2002 Editorial Board Editors Paul Stortz E. Lisa Panayotidis Instructor, Canadian Studies Assistant Professor Social History of Ethnicity and the History of Education, Visual Culture, Professoriate; Rural Society and Canadian Curriculum Theory, Cultural Studies Identity Faculty of Education Faculty of Communication and Culture University of Calgary University of Calgary [email protected] [email protected] Editorial Board Members William Bruneau A.B. McKillop, FRSC Professor Professor History of Universities; Social and Intellectual and Cultural History Intellectual History of Europe and Canada History Department Faculty of Education Carleton University University of British Columbia, Vancouver Ottawa, Ontario [email protected] [email protected] Janice Dickin Michael McMordie Professor Professor Law and Society, Women's Studies Architectural History and Theory, 20th Associate Dean (Research) Century Architecture, Aesthetics, Faculty of Communication and Culture Universities University of Calgary Faculties of Environmental Design and [email protected] Communication & Culture University of Calgary [email protected] Lorry Felske Kimberly Marinucci Assistant Professor Adjunct Assistant Professor Chair, Canadian Studies Late 19th and 20th Century American Use of History in Western Canadian Social and Intellectual History Identity; Suburban Culture; Coal Mining School of Continuing and Professional History Studies Faculty of Communication and Culture New York University University of Calgary [email protected] [email protected] Anthony Potts Jim Field Senior Lecturer Associate Professor Higher Education and Social Foundations, Interpretive Inquiry and Teacher Education, Qualitative Methods Student Resistance and Alternative School of Arts and Education Assessment La Trobe University Faculty of Education Bendigo, Australia University of Calgary [email protected] [email protected] Dave Pushkin R.
    [Show full text]