Scenography in Canada: Selected Designers (review)

Innes, Christopher

doi:10.1353/utq.2006.0116

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“…For example, weighing the merits of the British-born, Australian-educated, and Chicagoemployed Thomas Griffith Taylor as a possible head for Toronto's new department of geography in 1929, the professor of political economy, Harold Innes, felt that "[Griffith Taylor's] international reputation and strong connections in the United States, England (Cambridge) and Australia, Toronto and Canada [meant that he] would be placed at one stroke in a position to develop the subject under most favourable circumstances" (Innes, 1929). Similarly at Melbourne, the 1924 selection committee for the chair of dental science recommended the appointment of F. C. Wilkinson, a graduate of and lecturer at the University of Liverpool, above the only "suitable" Australian applicant-the Melbourne-trained James Monahan Lewison the grounds that "[Wilkinson's] medical education and associations [in Britain] would serve to influence dental education more along the lines of medical education" (Barrett, 1924).…”

Section: Social Proximity and Distancementioning

confidence: 99%

Geographies of Selection: Academic Appointments in the British Academic World, 1850–1939

Pietsch

2017

Mobilities of Knowledge

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The middle decades of the nineteenth century were a period that witnessed the establishment and expansion of universities throughout the British Empire. While in 1880 the number of universities in England, Scotland, and Ireland was just 11, by that date there were already 26 degree-granting institutions located in the British colonies (Pietsch, 2013, pp. 202-209). Most of these were located in the "settler colonies" of British North America, Australia, New Zealand, and South Africa, where they had been founded by self-confident colonial elites, who-although they looked to Britain-saw these institutions as symbols of the maturity of colonial societies and independent and autochthonous members within a wider British community. These "settler" universities therefore differed to those established in other parts of the "dependent" empire-in India and South East Asia and later in Africawhere educational institutions were established by British officials and were more explicitly associated with the imposition of foreign rule, language, and culture.In their early years these settler universities offered a classical and liberal (and often religious) education that was designed to cultivate both the morals and the minds of the young men who would lead the economically successful colonial societies of the mid-nineteenth century. But by the 1870s these educational institutions were coming under increasing pressure to demonstrate their relevance to the socially diverse and rapidly expanding communities in which they were located, and their connection to the new forms of scientific and technical knowledge that was changing life for so many people. They responded to these demands in two ways. First, they expanded their local educational franchise, opening their curricula to include science, law, medicine, and engineering, and admitting women; and second, they This chapter was first published in T. Pietsch, Empire of scholars: Universities, networks and the British academic

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Section: Social Proximity and Distancementioning

confidence: 99%

Geographies of Selection: Academic Appointments in the British Academic World, 1850–1939

Pietsch

2017

Mobilities of Knowledge

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Scenography in Canada: Selected Designers (review)

Cited by 1 publication

References 0 publications

Geographies of Selection: Academic Appointments in the British Academic World, 1850–1939

Geographies of Selection: Academic Appointments in the British Academic World, 1850–1939

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