The rising enrolment of women in faculties of arts significantly influenced the development of business education in English-Canadian universities. To identify commerce as a professional program for men, and to fortify its academic integrity, universities eliminated skill-based courses in office procedure from the curriculum. This article explores early business education by focusing on two universities: Queen’s, which introduced commerce in 1919; and Western, which established commerce in 1920, and then secretarial science in 1924. The study provides an opportunity to explore the gendered division of business education. It assesses the ways in which commerce was constructed as an applied social science within the arts faculty, not just to protect the discipline from charges of vocationalism, but to assert authority over knowledge production by excluding women and their connection to secretarial work.
In 1885, North Carolina recognized the Croatan Indians as a third race in addition to Whites and Blacks, granting them state apportionments and a self-governed public school system in Robeson County. This legislation also established a tri-racial school system in the state. Over time, the Croatans, renamed Lumbee, became the largest tribe in the southeastern US. Despite racialization and ongoing appeals for additional school funding, the Lumbee found strength in their self-determination. They supported their schools through educational rallies and contributions of land, supplies, time, and labour. The Lumbee ancestors were committed to creating and maintaining community schools, a legacy that remains central to Robeson County and North Carolina’s history. This article traces the history of Lumbee-controlled schools from 1885 to 1940
This article investigates the experiences of the pupils-cum-inmates who attended the Ontario Institution for the Education of the Blind (OIB) between 1882 and 1903. Using testimonies from a provincial investigation conducted in 1900, the article positions the OIB as having developed as an extension and specialization of Ontario’s social welfare and carceral apparatus. It argues that the OIB possessed certain of the structural and organizational features of carceral institutions. During the principalship of Alfred Hutchinson Dymond, the OIB borrowed carceral ideologies and techniques from the British penal reform movement to discipline inmates. Economic pressures combined with the OIB’s organizational functions isolated pupils from broader society, increasing the likelihood of their mistreatment. The writings of the adult pupil Walter A. Ratcliffe, a former schoolteacher and deaf-blind socialist, were prescient in advancing a structural critique of institutionalization. Many of his peers criticized the province of Ontario for associating blindness with criminality.
Despite the rising number of published studies exploring the experiences of women as teachers, grade school administrators, and faculty and students of higher education institutions, few studies investigate the history of female normal school instructors. We have begun to address this gap as part of a large-scale, SSHRC-funded study examining the history of teacher education across Canada. In this paper, we present the lives and contributions of four female normal school instructors whose experiences illuminate themes we uncovered by employing Rebecca Coulter’s ideas arising from her examination of Donalda Dickie’s “power of practice” — themes including: developing practice with intentionality; doing through practice: reaching down, up, and out; and gender constraints circulating in early- to mid-twentieth century Canada.
Cet article explore la dimension émotionnelle de l’engagement des universités québécoises dans les relations entre le Canada et la Chine populaire au cours des années 1960 et 1970. Il démontre comment ces institutions académiques ont créé un espace permettant à divers acteurs de s’engager dans des dialogues intellectuels, politiques, culturels et émotionnels avec la Chine, mais également d’exprimer certains sentiments liés à des transformations sociales plus larges.
Ce bilan exploratoire cherche à identifier des lignes de force, des tendances, des angles morts et des horizons potentiels à l’histoire des milieux universitaires au Québec, qui n’a jamais été, sur le plan historiographique, énoncée explicitement et pensée dans son ensemble. Après avoir établi les trois domaines fondateurs de cette histoire (l’histoire des sciences, l’histoire des institutions, l’histoire des étudiants), nous invitons à adopter une vision large des milieux universitaires, qui ne sont pas restreints aux lieux physiques qui y sont typiquement associés, particulièrement les bureaux administratifs, les départements, les écoles et les facultés. Nous faisons l’hypothèse que cette histoire, caractérisée par une extension considérable de son rayon d’objets depuis le tournant des années 2000, trouve un éclairage propice lorsqu’on sort les milieux universitaires d’eux-mêmes, qu’on les aborde selon différentes échelles (urbaine, nationale, internationale) et qu’on examine les projets, les initiatives, les appartenances et les relations entre les acteurs universitaires et des espaces, des dynamiques ou des groupes situés hors campus. Exploratoire, ce bilan cherche enfin à inspirer des travaux en suggérant de nouvelles pistes de recherche.
