Making a Global City

Vipond, Robert C.

doi:10.3138/9781442624429

Cited by 8 publications

(3 citation statements)

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“…His analysis also reveals the significant gender bias in the use of corporal punishment since 95 per cent of students so disciplined were boys. 30 Margaret Mackey, in her self-study of learning to read in 1950s St. John's, Newfoundland, refers to the "institutionalized violence" that taught children "to manage [their] unruly bodies." She too notes that it was unusual for a girl to be strapped.…”

Section: Disciplinementioning

confidence: 99%

“…Sometimes it must seem boring and of little use." 41 And yet many if not most children and parents expected schools to be like this. Sutherland's participants said they enjoyed school.…”

Section: Formalismmentioning

confidence: 99%

“…43 Clinton School students had vivid and fond recollections of field trips to concerts and libraries, of overnight camping and tours of historic sites, of performances in the local music festival, and of a range of clubs, sports teams, and charitable efforts in which they participated in the 1950s and 1960s. 44 For many children the best part of school were the extracurricular activities "that both built on, and served as something of an antidote to, the more monotonous routines of everyday classroom life." 45 In 1987, Nancy Sheehan argued that if teachers' classroom pedagogy in the 1920s and 1930s remained stubbornly formalist, many students experienced activity-based and community service learning through their participation in thousands of Junior Red Cross clubs across Canada.…”

Section: Formalismmentioning

confidence: 99%

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Back to School? Historians and the View from the Classroom

Clark

Heyking

2018

HSE/RHE

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In 1986, Chad Gaffield challenged historians to go “back to school” in order to better understand children’s experiences. This article addresses the historiographical approaches historians have used since 1986 to elucidate continuity and change in the contexts and cultures of schools, and the content of instruction. The history of schooling contexts reflects increasing efforts to use resources efficiently and to make schools more comfortable places to be. Studies of school and classroom culture have revealed a shift away from the centrality of teacher authority. Research on curricular change describes a process characterized by renovation rather than transformation. To what extent have historians been successful in meeting Gaffield’s challenge? Historians have sought out rich and diverse sources that illuminate how adults’ concerns and priorities shaped students’ educational experiences. Now they need to find sources that better reveal children’s voices. The article argues for attentiveness to the achievement of a multifaceted understanding of students’ experiences of state schooling over time.RésuméEn 1986, Chad Gaffield a mis les historiens au défi de « retourner à l’école » afin de mieux comprendre les expériences vécues par les enfants. Cet article aborde les approches historiographiques utilisées par les historiens depuis 1986 pour expliquer la continuité et le changement dans les contextes et les cultures des écoles, ainsi que le contenu de l’enseignement. L’histoire des contextes scolaires reflète les efforts croissants déployés afin d’utiliser les ressources de manière efficace et de rendre les écoles plus confortables. Des études sur la culture de l’école et de la classe ont révélé une distanciation face à l’importance de l’autorité des enseignants. La recherche sur l’évolution des programmes d’études décrit un processus caractérisé par la rénovation plutôt que la transformation. Dans quelle mesure les historiens ont-ils réussi à relever le défi de Gaffield? Les historiens ont cherché des sources riches et diverses qui illustrent comment les préoccupations et les priorités des adultes ont influencé les expériences pédagogiques des élèves. Ils doivent désormais trouver des sources qui rendent davantage compte de la voix des enfants. Cet article plaide pour qu’une plus grande attention soit portée à la compréhension multifacette de l’expérience des élèves de l’école publique dans le temps.

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Section: Disciplinementioning

confidence: 99%

“…Sometimes it must seem boring and of little use." 41 And yet many if not most children and parents expected schools to be like this. Sutherland's participants said they enjoyed school.…”

Section: Formalismmentioning

confidence: 99%

Section: Formalismmentioning

confidence: 99%

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