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Dick and Jane in Canada : a Critical Analysis of the Literacy Curriculum In DICK AND JANE IN CANADA: A CRITICAL ANALYSIS OF THE LITERACY CURRICULUM IN BRITISH COLUMBIA ELEMENTARY SCHOOLS, 1945-1960 Allan Luke B. A., University of California, 1972 H. A. ( Education), Simon Fraser University, 1980 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Faculty of Education @ Allan Luke 1986 SIMON FRASER UNIVERSITY December i986 All rights reserved. This ~orkmay not be reproduced in whole or in part, by photocopy or other means, without permission of the author APPROVAL Name : Allan A. J. Luke Degree : Doctor of Philosophy Title of Thesis: Dick and Jane in Canada: A Critical Analysis o-f the Literacy Curriculum in British Columbia Elementary School s, 1945-1 960 Examining Commi ttee Chai rperson : S. de Caste1 1 Senior Supervisor K. Egan Professor R. M. Coe Associate Professor P. Delany Professor Faculty of Arts, Dept. of English T. Aoki 6976 Eeechwood Street Vancouver, 6. C. V6P 5V3 Date approved November 24, 1986 ii PARTIAL COPYRIGHT LICENSE I hereby grant to Slmon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Llbrary, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational Institution, on its own behalf or for one of Its users. I further agree that permission for multiple copying of thls work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. Title of Thesls/Project/Extended Essay DICK AND JANE IN CANADA: A CRITICAL ANALYSIS OF THE LITERACY CURRICULUM IN BRITISH COLUMBIA ELEMENTARY SCHOOLS, 1945-1960 Author: - "- (signature) Allan A .I 11rk~ ( name 1 (date ABSTRACT This study is a critical analysis of the curriculum for the teaching of reading and literacy-related competences in British Columbia elementary schools, 1945 to 1960. Theories and methods from the sociology of the curriculum and the discourse analysis of narratives are used. The curriculum is situated in the historical context of postnar British Columbia educational policy and the concurrent public debate on literacy and schooling. Three textbook series are examined: the U.S. developed Curriculum Foundation Readers, and the Canadian developed Canadian Parade Readers and Canadian Soellers. The historical development of each series is traced, with particular emphasis on dominant trends in applied educational research, curriculum development, and textbook publishing and marketing. Selected narratives used to teach reading are examined and the relationship betiieen ideological content and discursive form is discussed. This is followed by a review of governmental curricular documents, administrative directives, and , publishers' manuals on the official conditions for teaching these textbooks. The study concludes that the postnar curriculum passed on to children a selective tradition of ideologically-based values, knonledges and literate competences. For Edrin S. Luke, 1911-1 986 'iv ACKNOHLEDGEHENT This research nas supported by the Social Sciences and Humanities Research Council of Canada from 1981 to 1983. TABLE OF CONTENTS Approval ................................................................. Abstract.............................................................. iii *. Dedication............................................................. iv Acknonledgement ................................................,........v List of Tables........................................................... List of Figures...................................................,......x Chapter 1. INTRODUCTION 1.0. Aims: A critical analysis of historical curricula for the teaching of literacy....................................... 1 1.1. Justification: Issues in the historical quality of literacy.. ..... .2 1.2. Assumptions: Literacy, ideology and the selective tradition....... 11 1. 3. Method: Curricular criticism and text analysis. ...................22 1. 3.1. The critical sociology of the curriculum.. ................23 1. 3. 2. Text analysis: Story grammars and children' s narrativbs. .. 32 b 1.4. Background: Postwar schooling and literacy in British Columbia.... 45 1. 5. Materials: The texts of elementary literacy instruction, 1945-1960 ...................................54 1.6. References ........................................................57 Chapter 2. MAKING THE ELEMENTARY READING TEXT: THE DEVELOPMENT OF THE CURRICULUM FOUNDATION SERIES 2.0. The production of the selective tradition: Educational publishing, curricululn development and authorship..... 66 2.1. The best of intents: Hilliam Gray and the historical development of the Scott Foresman basal readers................... 74 2.2. References .......................................................... Chapter 3. READING TEE TEXT: DICK AND JANE AS INTRODUCTIONS TO LITERACY 3.0. A story grammar analysis of Fun with Dick and Jane................ 98 3.1. The fictitious reality of Dick and Jane.......................... 117 3.2. One world: The world structures of the text...................... 127 3.3. The mythology of the modern family............................... 135 3.4. References....................................................... 146 Chapter 4. CANADIAN CONTENT: THE DIFFERENCE THAT HAY HAVE MADE A DIFFERENCE 4. 0 . Changing assumptions of textbook authorship: Nationalism in the elementary curriculum......................... 148 4.1. Locating the reader in time and space: The Canadian Parade Readers...................................... 162 4.2. Cultural assimilation through individual enterprise.............. 172 4.3. The semantics of being Canadian................................... 182 4.4. References....................................................... 188 Chapter 5. TEACHING THE TEXT: ENFORCING THE NORMS OF LITERATE BEHAVIOR 5.0. The text in historical classroom context......................... 191 5.1. A grid of specification: Centralized control of literacy training......................... 195 5. 2. The teachers' guides: Standardizing the instructional event.......................................... 208 5.3. Teaching literacy by the numbers and the pedagogical double bind............................... 224 5.4. Notes............................................................ 232 5.5. References....................................................... 233 vii Chapter 6 . SUMMARY AND CONCLUSION 6.0. Summary: The making of the literate.............................. 237 6.1. Historical aftermath: Back to the basics again................... 247 6.2. Implications..................................................... 263 6.3. Notes ............................................................275 6.4. References .......................................................276 Appendix A . PAGE FACSIMILES FROM SELECTED TEXTBOOKS ...................279 Appendix B. STUDENT PROGRESS CHART FACSIMILES .........................285 LIST OF TABLES Table 1. 1 . Adult Illiteracy in British Columbia. 1921 -1961 .............. 6 Table 1.2. The Stein-Glenn Story Grammar ...............................36 Table 5 .I. Testing by the British Columbia Division of Tests. Standards and Research. 1945-1972 ................197 LIST OF FIGURES Figure A.1 . Facsimile Page 8 from the Elson-Gray Readers.............. 280 Figure 8.2 . Facsimile Pages 8 and 9 from the Gray-Arbuthnot Series.... 281 Figure 8.3 . Facsimile Page 56 from the Gray-Arbuthnot Series.......... 282 Figure 8.4 . Facsimile Page 15 from the Cordts Series.................. 284 Figure B.1 . Progress Chart from the Canadian Parade Readers........... 287 Figure B-2 . Your Spelling Record from the Canadian Spellers........... 288 Chapter 1. INTRODUCTION 1, 0. Aims: A critical analysis of historical curricula for the teaching of literacy This is a study in the history of public school curricula for the teaching of reading and literacy-related competences. The objects of study are selected basal reading and spelling texts used in British Columbia primary schools from 1950 to 1960. The aims of this study are twofold: first, to establish, in particular, what counted as reading and, in general, nhat counted as school-acquired literate competence during the period in question; and second, to establish nhether, how, and to what effect the curriculum expressed identifiable historical sociocultural ideologies. The study, then, is a critical analysis of curricula, utilizing methods from the sociology of the curriculurn, along ni th literary and psychological theories of text analysis. In Chapter 1, justification, assumptions, method and background are outlined. Section 1.1. explains hon the study extends from and contributes to research on problematic issues in the history of literacy. Section 1. 2. details assumptions regarding ideology in curriculum, and regarding literacy instruction as an ideological activity. Section 1. 3. lays out a methodological framework for the critique of historical curriculum which considers (a) the processes of textbook authorship and production; (b) interrelations between discourse form and ideological content of curricular texts; and (c) the reconstruction, through the analysis of historical teachers' guides, of officially prescribed conditions for the teaching of texts. Section 1.4. reviews relevant historical background for situating the
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