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Home Economics Education in British Columbia 1913-1936

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Home Economics Education in British Columbia 1913-1936 Home Economics Education in British Columbia 1913-1936: Through Postcolonial Eyes by Mary Leah de Zwart B.Sc. (H. Ec), University of Alberta, 1968 M. A., University of British Columbia, 1991 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in The Faculty of Graduate Studies Department of Curriculum Studies We accept this thesis as conforming to the required standard: The University of British Columbia July 2003 © Mary Leah de Zwart In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver, Canada DE-6 (2/88) Abstract My study examines white cultural practices in home economics education in British Columbia between 1913 and 1936 through two home economics manuals developed in the province for the express purpose of educating young women. My methodology is informed by postcolonial constructs, social feminism, and white studies. My experiences as a classroom teacher and as a volunteer teacher in Malawi are interwoven with my findings. I use the metaphor of white sauce, a recipe frequently made in traditional classrooms, in describing the current close alignment of home economics with white culture. To see home economics through postcolonial eyes means to examine the aftermath of practices that developed from colonial times. While the argument has been made that Canada is not postcolonial, for the purposes of my discussion, I consider it to be a settler colony. I examine three fundamental aspects of postcolonial analysis, gender, class, and race from the perspective that home economics is a gendered subject dominated by white cultural practices and practical rather than academic in focus. In conclusion I argue that no grand narrative is available for re-imagining home economics as a vital force in education. The voices of young professionals and examples of atypical home economics teachers demonstrate that change in home economics is possible. The recognition that home economics education of the past has reflected white cultural values will allow a re-envisioning of a more ethical, meaningful and responsive home economics education of the future. Other curriculum areas can also benefit from re-examining the roots of their practice. TABLE OF CONTENTS Abstract ii Table of Contents iv List of Figures v List of Tables Ix Acknowledgements x CHAPTER 1 1 Preparation for Thinking 1 Objects of Inquiry 4 Previous Curriculum Inquiry in British Columbia 6 Pedagogical Challenge of Home Economics 9 Locating Myself in Inquiry 11 Past Historical Inquiry into Home Economics 13 Lake Placid Conferences 15 Philosophical Issues of Definition 16 Identity Struggles 22 Feminism and Home Economics 23 Racism / Racialism and Home Economics 26 Classism and Home Economics 30 CHAPTER II 37 Postcolonial (un)Defined 37 Definitions of Postcolonialism and Imperialism 38 Gender, Race and Class Issues in Imperialism / Colonialism 42 Method: Going About Postcolonially 49 Strategies of Analysis 50 Food Categories 50 Schooling as a Colonizing Strategy 51 Multiple Voices 52 Problematizing Home Economics 53 CHAPTER III 58 Background to Introduction of Home Economics in British Columbia 58 Examination of the Manuals 61 Girls' Home Manual 63 in Contents of Girls' Home Manual 67 Reflections on Juniper's View of Education 75 The Textbook is the Curriculum 79 Further Domestic Advice 82 The Racialization of the Province 86 Foods, Nutrition and Home Management Manual 90 Contents of Foods, Nutrition and Home Management Manual 93 The Textbook is Not the Curriculum 99 CHAPTER IV 106 Interpretation of Manuals 106 Aims of Each Manual and the Saskatchewan Voice 108 Home Management 111 The Cookery Uniform 117 Recipes as Mini-Histories 123 White sauce • 128 Baking powder biscuits 135 Hamburg steak 140 One egg cake 142 The Table 149 A Brief Digression into Chinese Chews 158 Reflections on the manuals 163 CHAPTER V '•• 168 Palimpsest in Progress: Imagining the Future 168 The Educational Value of Skills 169 No More Foreign Foods: Eating Back 172 White Supremacy 176 Myth Making and Subversion 181 Ethical Initiatives 186 Mission Possible 195 Summary of Findings 199 Eyes Wide Open 203 References 210 iv List of Figures Figure 1 Figure 1: Domestic Science Room. The hollow square permitted easy p. 54 supervision by the teacher. Source: Third annual report. Vancouver Board of School Trustees Annual Report. (1905). Vancouver, B.C. p. 65. Figure 2 Sewing Class, Model School. Eleventh annual report. Vancouver Board p. 54 of School Trustees Annual Report. (1913). Vancouver, B.C.: Clark and Stuart, p. 64. Figure 3 Although upwards of 5,000 copies of Girls' Home Manual of Cookery, p. 62 Home Management, Home Nursing and Laundry were distributed in British Columbia by the Free Text-book Branch, the Provincial Archives of British Columbia does not have a copy. Girls' Home Manual of Cookery, Home Management, Home Nursing and Laundry. (1913). Victoria, B.C.: King's Printer. Source: personal copy owned by Beverley Anderson, Coquitlam, B.C. Figure 4 Two home economics pupils with domestic science equipment. Note p. 68 digestive tract diagram on blackboard behind students. Vancouver Board of School Trustees Annual Report. (1910). Vancouver, B.C.: Clark and Stuart, p. 35. Figure 5 Imported foods such as bananas were considered to be more nutritious p. 69 than apples, although the appearance of boiled bananas did not likely encourage appetite. Source: Girls' Home Manual. (1913). Victoria, B.C.: King's Printer, p. 19. Figure 6 Laundry, Strathcona School. The pupils appear to be about twelve years p. 72 old, and are using a wringer washer. Vancouver Board of School Trustees Annual Report. (1910). Vancouver, B.C. Figure 7 The prime rib section ofthe ox (probably a cow) was marked "very good p. 73 roasts" and the tail was indicated for "soups". Source: Girls' Home Manual. (1913). Victoria, B.C.: King's Printer, p. 52. Figure 8 Figure 8 : These handwritten recipes from the memorandum section of p. 74 Girls' Home Manual assumed prior experience in the kitchen, with advanced knowledge of sugar cookery ("Boil until it forms Soft ball" and "Boil until it threads"). The recipes are also in two different handwritings, indicating a cumulative effect over years of use. Source: Girls' Home Manual. (1913). Victoria, B.C.: King's Printer, (n.p.). Figure 9 Cartoons in a domestic manual intended for adults promoted the use of p. 83 gas as convenient and intelligent. The school textbook was dull in comparison. Source: Modern Household Cookery Book. (1910). Victoria, B.C.: Victoria Gas Company, [inside back cover]. Figure 10 Almost every issue of School Days had a joke or poem on one or another p. 88 stereotype of non-white, non-British people. Source: Reid, E. W. (1920, April). Ah Ping Pold. School days. A magazine published monthly for the pupils of the public schools of Vancouver, p. 3. V Figure 11 Every edition of Foods, Nutrition and Home Management Manual was p. 92 identified as Home Economics Circular No.1, from 1930 to 1975. Initially it was not red in colour, but it became known as the "Red Book" to countless home economics students after about 1950. The books date from 1931, 1946 and 1956 respectively. Source: personal collection of author. Figure 12 The eleven suggestions for healthy school children were comprehensive, p. 110 and very similar to the suggestions for healthy B.C. school children. Source: Recipes for Household Science Classes. (1923). Regina, SK: King's Printer, p. 3. Figure 13 In one page, Recipes for Household Science Classes (1923) covered the ^ ^ same information as nine pages in Foods, Nutrition and Home P' Management (1931). Figure 14 No instructions were apparently given for the Saskatchewan cookery J2Q uniform, although yardages were provided. Source: Recipes for Household Science Classes. (1923). Regina, SK: King's Printer, p. 1. Figure 15 A girl with complete uniform for class-room work in Home Economics. p. 121 Foods, Nutrition and Home Management Manual. (1931). Victoria, B.C.: King's Printer, p. 45. Figure 16 Scientific, technical and serving information was included with the white p. 130 sauce recipes. Source: Girls' Home Manual. (1913). Victoria, B.C.: King's Printer, pp. 22-23. Figure 17 White sauce was used in creamed potatoes, potato soup, creamed p. 131 macaroni, four types of cream soups and creamed vegetables. Source: The Rural School Luncheon. (1916). Regina, SK: King's Printer, p. 22. Figure 18 The white sauce recipe was used in several cream soup recipes in the recipe manual. Source: Recipes for Household Science Classes. p. 132 (1923). Regina, SK: King's Printer, p. 11. Figure 19 The white sauce recipe continued on to the next page in the 1931 manual, and variations included cream of tomato soup, cream of pea soup, and P- '33 cream of potato soup. Source: Foods, Nutrition and Home Management Manual. (1931). Victoria, B.C.: King's Printer, p. 64 Figure 20 Variations included were Sultana scones, nutloaf and muffins. Source: Girls' Home Manual. (1913). Victoria, B.C.: King's Printer, p. 50. p- 136 Figure 21 With store bought bread unavailable in rural Saskatchewan in 1916, a p. 137 recipe entitled "emergency biscuits" was needed for the days when there was no time to bake. Source: The Rural School Luncheon. (1916). Regina, SK: King's Printer, p. 26 Figure 22 Fingertips alone were no longer satisfactory for mixing; a knife was p.
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