DOCSLIB.ORG

Perspectives on the History of Education in Canada

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Perspectives on the History of Education in Canada Jean-Pierre Proulx Larry Prochner Jean-Philippe Warren Amy von Heyking Paul W. Bennett Paul Axelrod Jean-Philippe Croteau Michael Welton Erica Neeganagwedgin Theodore Michael Christou Aïcha Benimmas Garfield Gini-Newman PERSPECTIVES ON THE HISTORY OF EDUCATION IN CANADA Spring 2014 SPRING 2014 Ten challenges schools in Quebec are facing Shaping minds as soon as possible: 5 ten years after the parent report 44 Two centuries of preschool in Canada Jean-Pierre Proulx Larry Prochner When history becomes a battlefield. Children’s Perspectives on the Past: An analysis of history exams in Quebec Possibilities and Challenges 11 (1970–2012) 49 Amy von Heyking Jean-Philippe Warren Consolidation, bureaucracy and the public schools: Are canadian universities sustainable The formation of the modern bureaucratic education in the years ahead? 16 State, 1920 to 1993 54 Paul Axelrod Paul W. Bennett History of education in french-speaking Ontario: New France through the learning lens a historiographic review 23 58 Michael Welton Jean-Philippe Croteau “They can’t take our ancestors out of us”: A brief The pedagogy of peace: Education historical account of Canada’s residential school and the exigencies of life 31 system, incarceration, institutionalized policies and 63 Theodore Michael Christou legislations against Indigenous peoples Erica Neeganagwedgin How do school principals in francophone minority In search of the thinking classroom settings perceive the factors shaping the relationship Garfield Gini-Newman 37 between schools and immigrant families? 69 Aïcha Benimmas Canadian Issues is published by Thèmes canadiens est publié par Canada History Fund Fonds pour l’histoire du Canada PRÉSIDENT / PRESIDENT Jocelyn Letourneau, Université Laval Canadian Issues / Thèmes canadiens is a quarterly publication of the Associa- PRÉSIDENTE SORTANTE / OUTGOING PRESIDENT tion for Canadian Studies (ACS). It is distributed free of charge to individual Minelle Mahtani, University of Toronto and institutional members of the ACS. Canadian Issues is a bilingual publica- PRÉSIDENT D'HONNEUR / HONORARY CHAIR The Hon. Herbert Marx tion. All material prepared by the ACS is published in both French and Eng- SECRÉTAIRE DE LANGUE FRANÇAISE ET TRÉSORIER / lish. All other articles are published in the language in which they are written. FRENCH-LANGUAGE SECRETARY AND TREASURER Opinions expressed in articles are those of the authors and do not necessarily Vivek Venkatesh, Concordia University reflect the opinion of the ACS. The Association for Canadian Studies is a vol- SECRÉTAIRE DE LANGUE ANGLAISE / ENGLISH-LANGUAGE SECRETARY Dominique Clément, University of Alberta untary non-profit organization. It seeks to expand and disseminate knowledge REPRÉSENTANTE ÉTUDIANTE / STUDENTS’ REPRESENTATIVE about Canada through teaching, research and publications. Celine Cooper, University of Toronto REPRÉSENTANT DE LA COLOMBIE-BRITANNIQUE ET DU YUKON / Canadian Issues / Thèmes canadiens est une publication trimestrielle de BRITISH COLUMBIA AND YUKON REPRESENTATIVE l’Association d’études canadiennes (AEC). Elle est distribuée gratuitement Peter Seixas, University of British Columbia aux membres de l’AEC. CITC est une publication bilingue. Tous les textes REPRÉSENTANTE DU QUÉBEC / QUEBEC REPRESENTATIVE émanant de l’AEC sont publiés en français et en anglais. Tous les autres textes Yolande Cohen, UQAM sont publiés dans la langue d’origine. Les collaborateurs et collaboratrices de REPRÉSENTANTE DE L’ONTARIO / ONTARIO REPRESENTATIVE Eve Haque, Ryerson University Thèmes canadiens sont entièrement responsables des idées et opinions expri- REPRÉSENTANT DES PRAIRIES ET DES TERRITOIRES DU NORD-OUEST / mées dans leurs articles. L’Association d’études canadiennes est un organisme PRAIRIES AND NORTHWEST TERRITORIES REPRESENTATIVE pancanadien à but non lucratif dont l’objet est de promouvoir l’enseignement, Adele Perry, University of Manitoba la recherche est les publications sur le Canada. REPRÉSENTANT DE L’ATLANTIQUE / ATLANTIC PROVINCES REPRESENTATIVE Jeanne-Mance Cormier, Université de Moncton Canadian Issues / Thèmes canadiens acknowledges the financial support of VICE-PRÉSIDENT EXÉCUTIF / EXECUTIVE VICE-PRESIDENT the Government of Canada through the Canada History Fund of the Jack Jedwab DIRECTRICE GÉNÉRALE / EXECUTIVE DIRECTOR Department of Canadian Heritage for this project. Julie Perrone DIRECTEUR DES PROGRAMMES ET ADMINISTRATION / Canadian Issues / Thèmes canadiens bénéficie de l’appui financier du DIRECTOR OF PROGRAMMING AND ADMINISTRATION Gouvernement du Canada par le biais du Fonds pour l’histoire du Canada James Ondrick du ministère du Patrimoine canadien pour ce projet. DIRECTRICE DES PUBLICATIONS / DIRECTOR OF PUBLICATIONS Sarah Kooi COORDONNATRICE DES COMMUNICATIONS / COMMUNICATIONS COORDINATOR Victoria Chwalek LETTERS/COURRIER Comments on this edition of Canadian Issues ? We want to hear from you. Write to Canadian Issues – Letters, ACS, 1822A, rue Sherbrooke Ouest, Montréal (Québec) H3H 1E4. Or e-mail us at <[email protected]> RÉDACTEUR EN CHEF / EDITOR-IN-CHIEF Your letters may be edited for length and clarity. Julie Perrone DIRECTRICE À LA RÉDACTION / MANAGING EDITOR Des commentaires sur ce numéro ? Julie Perrone Écrivez-nous à Thèmes canadiens TRADUCTION / TRANSLATION Courrier, AEC, 1822A, rue Sherbrooke Ouest, Montréal (Québec) H3H 1E4. Victoria Chwalek Ou par courriel au <[email protected]> Vos lettres peuvent être GRAPHISME / DESIGN modifiées pour des raisons éditoriales. Bang Marketing : 514 849-2264 • 1 888 942-BANG [email protected] PUBLICITÉ / ADVERTISING : @CanadianStudies [email protected] 514 925-3096 ADRESSE AEC / ACS ADDRESS 1822, rue Sherbrooke Ouest, Montréal (QC) H3H 1E4 514 925-3096 / [email protected] TEN CHALLENGES SCHOOLS IN QUEBEC ARE FACING TEN YEARS AFTER THE PARENT REPORT JEAN-PIERRE PROULX holds a Ph.D. in theology from Université de Montréal (1980). He was a journalist at Le Devoir from 1968 to 1974 and from 1981 to 1991, specializing in issues relating to religion and education. He was a professor within the Faculty of Educational Sciences at Université de Montreal from 1991 to 2009. He has had a particular interest towards the study of educational institutions in Quebec. He has also chaired the Groupe de travail sur la place de la religion à l’école (1999) and the Conseil supérieur de l’éducation du Québec from 2002 to 2006. He has been retired since 2009. The creation of the Ministry of Education in 1954 was the founding event of Quebec’s modern education system. Its fundamental structures remain the same today. However, this system has not ceased to evolve. The system still faces important challenges, some of which are related to the changes our society has undergone over the last fifty years, some of which are due to its dysfunctions. The following article points to ten specific challenges that concern elementary and secondary education and outlines an equal amount of difficulties, some of which are very complex, that will have to be overcome. Even more challenges could easily be identified at the other levels of instruction, but these ten challenges are substantial enough given that the ABSTRACT situations which they concern relate in most instances to difficulties that are found at the structural level. Indeed, these difficulties have their origin in value systems, institutions, practices, and even in interests, all of which have been replicated over time. Nevertheless these problems have to be tackled because of the stakes involved, or in other words because of what is “at stake” here. The first two challenges we discuss here are of a pedagogical or psychopedagogical nature. The following three concern the organisation of educational services. The other two, the teaching staff. The last three, the organisational structures. LEARNING TO READ, AN ABSOLUTE PRIORITY We are well-aware of the problem of teenagers dropping out of high school. This problem is one that has been long in the making. Indeed, dropping out of high school is linked, to a significant extent, to learning difficulties that appear as early as the first year of a child’s academic life. The main difficulty faced by children is learning to read. Yet an individual’s abilities in that respect condition more or less their future: their ability or inability to read can predict their future success or failure. Not knowing how to read impedes all other forms of learning. It is a personal and social handicap that reverberates well beyond Canadian Issues - Spring 2014 5 Jean-Pierre Proulx the classroom: 16% of French Canadians show a very low will mostly profit women. The latter could obviously have literacy level and 34% know barely what is necessary to get reasons enough to rejoice in such a reversal. But is it really by. The stakes here are at once personal, cultural, financial an ideal worth attaining? The most desirable outcome and even political (given that civic participation is linked would be that everyone, regardless of their gender and their to a good understanding of social phenomena.) chosen schooling path, could be academically successful. In this respect, Quebec still has a long way to go.4 Detecting reading difficulties early on is hence crucial and remedial instruction measures are thus needed. Unfortunately, not enough services are offered VALUING VOCATIONAL TRAINING OF YOUTH in this respect. Given the major stakes linked to reading A particular phenomenon has occurred in the difficulties, all concerned stakeholders in the education 1980s:
Load more

Recommended publications
  • Digital Learning in Canadian Higher Education in 2020
    Digital Learning in Canadian Higher Education in 2020 Ontario Report Report Author: Dr. Nicole Johnson Research Director, Canadian Digital Learning Research Association Research Team: Dr. Nicole Johnson Research Director, Canadian Digital Learning Research Association Dr. Jeff Seaman Director, Bay View Analytics and Director of Analytics, Canadian Digital Learning Research Association Dr. George Veletsianos Professor & Canada Research Chair in Innovative Learning and Technology, Royal Roads University Canadian Digital Learning Research Association Association canadienne de recherche sur la formation en ligne ACKNOWLEDGEMENTS The National Survey of Online and Digital Learning is made possible with the support of our sponsors. The primary funding agencies for the 2020 CDLRA research initiatives were: eCampusOntario, BCcampus, Campus Manitoba, Contact North, OCAS, Pearson Canada, and D2L. We thank Dr. George Veletsianos for his work on the Canadian Pulse Project surveys, which contributed to the findings presented in this report. We also thank the following organizations for their support: Colleges and Institutes Canada (CICAN) and Universities Canada. In addition, we thank Carole Freynet-Gagné and her team for their translation services that enabled the bilingual production of the 2020 CDLRA reports and presentations. We also thank Rachel Sumner, the eCampusOntario/CDLRA Liaison for her support in arranging interviews with senior administrators in Ontario and for her feedback on the Ontario report. Most importantly, we thank our survey
    [Show full text]
  • Academic Transformation: the Forces Reshaping Higher Education in Ontario
    An agency of the Government of Ontario Ian D. Clark, Greg Moran, Michael L. Skolnik, and David Trick. Academic Transformation: The Forces Reshaping Higher Education in Ontario. Montreal and Kingston: Queen’s Policy Studies Series, McGill-Queen’s University Press, 2009. The book is available for purchase at http://mqup.mcgill.ca/book.php?bookid=2363 (English only). The thesis of this book is that the present approach to the provision of baccalaureate education in Ontario is not sustainable and is in need of significant modification. The stage for the present approach was set by two higher education policy decisions that were made in the 1960s: (1) that the colleges would have no role in the provision of baccalaureate credit activity; and (2) that the publicly supported universities would have complete autonomy in deciding on their purpose, mission, and objectives. While the universities had been primarily teaching institutions until the 1960s, since then a single idea of the mission of the university—the research university—has been adopted by all. A key element of the research university model to which the university community in Ontario has subscribed is that of the teacher-researcher ideal: that undergraduate students should be taught only by professors who are active researchers. Not only have all the universities embraced the research university model, but in the past two decades there has been a growing expectation from the public and the government for universities to produce knowledge that will enhance Canada’s economic well-being and international economic competitiveness. This new model has fostered substantial growth in university research, brought changes to the traditional research paradigm, and introduced new costs—both human and financial.
    [Show full text]
  • Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Zuhra Abawi
    JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCH Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten Zuhra Abawi Dr. Zuhra Abawi is an assistant professor of education at Niagara University, Ontario. Her work focuses on the ways that discourses of race and identity are negotiated, mediated, and socialized in education. Her research seeks to recenter the voices of racialized and Indigenous children, families, and educators by problematizing whiteness and Eurocentric developmentalist discourses and curricula embedded in educational institutions. Email: [email protected] While there has been extensive research pertaining This paper critically unpacks the racialized and toward the importance of diversifying the teacher gendered hierarchies between the co-teaching model of workforce in order to represent student diversity early childhood educators (ECEs) and Ontario certified and provide equitable and inclusive education teachers (OCTs) in full-day kindergarten (FDK), and (e.g., Abawi, 2018; Abawi & Eizadirad, 2020; how such positionalities speak to racial socialization James & Turner, 2017; Ryan, Pollock, & Antonelli, in early learning spaces. While young children and 2009; Turner Consulting Group, 2015), there is early learning spaces are often portrayed as raceless, limited study on the racialized power relations ahistorical, and apolitical, extant literature suggests informing the relationship between the co- that children as young as two years of age are aware teaching team of early
    [Show full text]
  • Making Amusement the Vehicle of Instruction’: Key Developments in the Nursery Reading Market 1783-1900
    1 ‘Making amusement the vehicle of instruction’: Key Developments in the Nursery Reading Market 1783-1900 PhD Thesis submitted by Lesley Jane Delaney UCL Department of English Literature and Language 2012 SIGNED DECLARATION 2 I, Lesley Jane Delaney confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. ––––––––––––––––––––––––––––––––––––––– ABSTRACT 3 ABSTRACT During the course of the nineteenth century children’s early reading experience was radically transformed; late eighteenth-century children were expected to cut their teeth on morally improving texts, while Victorian children learned to read more playfully through colourful picturebooks. This thesis explores the reasons for this paradigm change through a study of the key developments in children’s publishing from 1783 to 1900. Successively examining an amateur author, a commercial publisher, an innovative editor, and a brilliant illustrator with a strong interest in progressive theories of education, the thesis is alive to the multiplicity of influences on children’s reading over the century. Chapter One outlines the scope of the study. Chapter Two focuses on Ellenor Fenn’s graded dialogues, Cobwebs to catch flies (1783), initially marketed as part of a reading scheme, which remained in print for more than 120 years. Fenn’s highly original method of teaching reading through real stories, with its emphasis on simple words, large type, and high-quality pictures, laid the foundations for modern nursery books. Chapter Three examines John Harris, who issued a ground- breaking series of colour-illustrated rhyming stories and educational books in the 1810s, marketed as ‘Harris’s Cabinet of Amusement and Instruction’.
    [Show full text]
  • Quebec Education: the Unfinished Revolution
    Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo­ lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit­ ment to change, an engagement in the technology and econ­ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi­ tional assumptions on which the English Quebecer has oper­ ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans­ formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur .
    [Show full text]
  • Ontario: the Centre of Confederation?
    University of Calgary PRISM: University of Calgary's Digital Repository University of Calgary Press University of Calgary Press Open Access Books 2018-10 Reconsidering Confederation: Canada's Founding Debates, 1864-1999 University of Calgary Press Heidt, D. (Ed.). (2018). "Reconsidering Confederation: Canada's Founding Debates, 1864-1999". Calgary, AB: University of Calgary Press. http://hdl.handle.net/1880/108896 book https://creativecommons.org/licenses/by-nc-nd/4.0 Attribution Non-Commercial No Derivatives 4.0 International Downloaded from PRISM: https://prism.ucalgary.ca RECONSIDERING CONFEDERATION: Canada’s Founding Debates, 1864–1999 Edited by Daniel Heidt ISBN 978-1-77385-016-0 THIS BOOK IS AN OPEN ACCESS E-BOOK. It is an electronic version of a book that can be purchased in physical form through any bookseller or on-line retailer, or from our distributors. Please support this open access publication by requesting that your university purchase a print copy of this book, or by purchasing a copy yourself. If you have any questions, please contact us at [email protected] Cover Art: The artwork on the cover of this book is not open access and falls under traditional copyright provisions; it cannot be reproduced in any way without written permission of the artists and their agents. The cover can be displayed as a complete cover image for the purposes of publicizing this work, but the artwork cannot be extracted from the context of the cover of this specific work without breaching the artist’s copyright. COPYRIGHT NOTICE: This open-access work is published under a Creative Commons licence.
    [Show full text]
  • History 3231F
    THE UNIVERSITY OF WESTERN ONTARIO DEPARTMENT OF HISTORY Autumn 2012 HISTORY 3231F “Yours to Discover”: A History of Ontario Roger Hall Time: Wed” 1:30-3:30 Lawson Hall 2228 Place: STVH 2166 [email protected] The course is a survey of Ontario’s rich and varied past commencing with its founding as the colony of Upper Canada in the aftermath of the American Revolution and stretching to the modern day. Conducted in the form of a workshop with instructor and students both participating, a chronological frame is followed although individual sessions will pursue separate themes revealing the changing politics, society and economy. Each session, of which there will be two per weekly meeting, will include a brief introduction to the topic by the instructor, and then a verbal report prepared by a student, followed by questions and discussion. Assigned readings should make the discussion informative. Readings will be from prescribed texts, internet and library sources and handouts. There will be no mid-terms in this course. Reports will be made by students throughout the course; the essay themes can be the same as the reports—needless to say a superior performance will be expected in written work. There will be ONE essay and a final examination. GRADE BREAKDOWN Reports: 30% General Class Participation: 20% Essay 25% Final Exam 25% TEXTS: Randall White, Ontario, 1610-1985 (Toronto, Dundurn Press). Edgar-Andre Montigny and Lori Chambers, Ontario since Confederation, A Reader (Toronto, University of Toronto Press) R. Hall, W. Westfall and L. Sefton MacDowell, Patterns of the Past: Interpreting Ontario’s History (Toronto, Dundurn Press).
    [Show full text]
  • FDPS PRICE DOCUMENT RESUME AC 006 502 Continuing
    DOCUMENT RESUME ED 036 722 AC 006 502 AUTHOR Royce, Marion TITLE Continuing Education for Women in Canada; Trends and Opportunities. Monographs in Adult Education, 4. INSTITUTION Ontario Inst. for Studies in Education, Toronto. Dept. of Adult Education. PUB DATF Sep 69 NCTE 174p. FDPS PRICE EDRS Price MF-$0.75 HC-$8.80 DESCRIPTORS Correspondence Study, Discussion Groups, Educational Television, English (Second Language), Immigrants, Manpower Development, Nursing, *Professional Continuing Education, Public Affairs Education, *Public School Adult Education, Teacher Education, *University Extension, Volunteers, *Womens Education IDENTIFIERS *Canada ABSTRACT This report describes a number of innovative continuing education programs for Canadianwomen under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time)classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph,and Manitoba; offerings by extension departments and continuingeducation centers at McGill, the University of Toronto, and the Universitiesof Alberta, British Columbia, Calgary, Guelphand Manitoba; and activities of the Adult Education Division of theCalgary School Board, including those in cooperation with the Universityof Calgary. It also deals with a public affairs educationprogram in Toronto, training of volunteers by and for the National Councilof Jewish women, discussion groups sponsored by the Young Women's Christian Association, career
    [Show full text]
  • Ontario Change in Ecec Spending
    ONTARIO CHANGE IN ECEC SPENDING PROFILE 2017 2011 $2,490,700,600 TRENDS IN ECEC 2014 $4,298.355,749 FROM 2011-2017 2017 $4,615,199,103 0 10000000002000000000300000000040000000005000000000 15 14 PERCENTAGE OF CHILDREN 2–4 YEARS 13 ATTENDING ECEC 12 11 2011 58% 10 9 9.5 8.5 8 2014 62% 7 6.5 6 5 2017 59% 4 3 0102030405060708090 100 2 1 0 ECE REPORT BENCHMARKS REPORT ECE 2011 2014 2017 ECE SALARIES AS A PERCENTAGE OF TEACHER SALARIES 2011 48% 2014 44% 2017 58% PERCENTAGE OF FACILITIES (NON-PROFIT/PROFIT) 2011 65% 2014 74% 2017 76% 0102030405060708090 100 1 1. GOVERNANCE Table 1.1 Ontario Governance Structure for Early Childhood Education Lead Ministry/Department Ministry of Education Related Ministry/Department Policy Framework Ontario’s Renewed Early Years and Child Care Policy Framework (2017)1 Common ECE Supervisory Unit Early Years and Child Care Division2 Legislation Child Care and Early Years Act (2014)3 O. Reg 137/15 (General)4 O. Reg 138/15 (Funding, Cost Sharing and Financial Assistance)5 Education Act (amended 2017)6 O. Reg 221/11 (Extended Day and Third Party Programs)7 Reg. 224/10: Full-Day Junior Kindergarten Early Childhood Educators Act (2007)8 Related Legislation Local Service Delivery 47 Consolidated Municipal Service Managers (CMSMs) or District Social Services Administration Boards (DSSABs) manage child care and related early years services.9First Nations may establish, administer, operate and fund child care and early years programs and services. 31 English Public School Boards; 29 English Catholic; 4 French Public; 8 French Catholic; 10 School Authorities consisting of 4 geographically-isolated boards and 6 hospital-based school authorities.
    [Show full text]
  • Policy on Educational Success a Love of Learning, a Chance to Succeed
    POLICY ON EDUCATIONAL SUCCESS A LOVE OF LEARNING, A CHANCE TO SUCCEED POLICY ON EDUCATIONAL SUCCESS A LOVE OF LEARNING, A CHANCE TO SUCCEED This document is available on the Ministère’s website at education.gouv.qc.ca. © Gouvernement du Québec Ministère de l’Éducation et de l’Enseignement supérieur ISBN 978-2-550-78835-5 (version imprimée) ISBN 978-2-550-78836-2 (PDF) (English edition: ISBN 978-2-550-78838-6) Legal deposit – Bibliothèque et Archives nationales du Québec, 2017 MESSAGE FROM THE PREMIER In Québec, education is a priority. Indeed, it is the key required to build a more prosperous and innovative society. In a changing world, it is a quintessential asset needed to meet challenges associated with all sectors of activity, to ensure the well-being of the population and to increase prosperity both individually and as a society. However, our education system, like our society, must adapt to the changes that each new generation brings. To provide Québec with an educational model for the 21st century, our government has toiled daily to more effectively manage our public finances and develop our economy. This has given us much greater latitude to make substantial new investments in school renovations and to offer the best possible services to our young people, both today and in the future. We have also embarked on a major review process centred on the idea of educational success. What must we do, we asked, to ensure that each young person has the means to develop his or her full potential in school and, subsequently, to contribute fully to our society? During the public consultations held in the fall of 2016, everyone had an opportunity to express their views on the matter.
    [Show full text]
  • Les Personnels De L'enseignement Du Québec : 1930-1990
    Document généré le 27 sept. 2021 12:51 Revue des sciences de l'éducation Les personnels de l’enseignement du Québec : 1930-1990 M’hammed Mellouki Volume 17, numéro 3, 1991 Résumé de l'article Le présent article esquisse les grands traits d une problématique et d un cadre URI : https://id.erudit.org/iderudit/900706ar socio-historique à l intérieur desquels s articulent certains facteurs DOI : https://doi.org/10.7202/900706ar susceptibles de contribuer à une meilleure compréhension de l évolution des personnels scolaires, des programmes de formation et des institutions chargées Aller au sommaire du numéro de les dispenser, tant dans le secteur catholique que dans le secteur protestant du système scolaire québécois. Éditeur(s) Revue des sciences de l'éducation ISSN 0318-479X (imprimé) 1705-0065 (numérique) Découvrir la revue Citer cet article Mellouki, M. (1991). Les personnels de l’enseignement du Québec : 1930-1990. Revue des sciences de l'éducation, 17(3), 365–387. https://doi.org/10.7202/900706ar Tous droits réservés © Revue des sciences de l'éducation, 1991 Ce document est protégé par la loi sur le droit d’auteur. L’utilisation des services d’Érudit (y compris la reproduction) est assujettie à sa politique d’utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit. Érudit est un consortium interuniversitaire sans but lucratif composé de l’Université de Montréal, l’Université Laval et l’Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.
    [Show full text]
  • The People of Scarborough
    ~THE SCARf>OROUGH PuBLIC LIBF{\RY I BOARP THE PEOPLE OF SCARBOROUGH Map of Scarborough ,.; .; .,; ::. .,; .,; .,; "'""- :;, -< "" -< "" "" 'ti "" "" S.teele~ Ave. V IV Finch Avenue III Sileppail.d Ave. 11 D St. REFERENCE POINTS 1. Thomson Park Z. Bluffer's Park J 3. civic Centre 4. Kennedy Subway 5. Metro Zoo Ikml 6. Guild Inn 1 mile! Map of Scarborough courtesy of Rick Schofield, Heritage Scarborough THE PEOPLE OF SCARBOROUGH The City of Scarborough Public Library Board Copyright© The City of Scarborough Public Library Board 1997 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, by photocopying, recording or otherwise for purposes of resale. Published by The City of Scarborough Public Library Board Grenville Printing 25 Scarsdale Rd. Don Mills, Ontario M3B 2R2 Raku ceramic Bicentennial Collector Plate and cover photo by Tom McMaken, 1996. Courtesy of The City of Scarborough. Canadian Cataloguing in Publication Data Myrvold, Barbara The People of Scarborough: a history Includes index. ISBN 0-9683086-0-0 1. Scarborough (Ont.) - History. I. Fahey, Curtis, 1951- . II Scarborough Public Library Board. III. Title. FC3099.S33M97 1997 971.3'541 C97-932612-5 F1059.5.T686S35 1997 iv Greetings from the Mayor As Mayor of the City of Scarborough, and on behalf of Members of Council, I am pleased that The People of Scarborough: A History, has been produced. This book provides a chronological overview of the many diverse peoples and cultures that have contributed to the city's economic, cultural and social fabric.
    [Show full text]