The study hypothesizes that even as the 1860’s were years of significant political, social, and economic change, they can also be identified as the beginning of modern education in Ontario. Primary sources utilized included textbooks for teachers and pupils, letters, family papers, diaries, minutes of the meetings of teachers' associations and school boards, journal articles, books, annual reports, and various other documents. The study is divided into three parts: society and education; theory of education; and practice in education. The first discusses the social environment, the educational level of Ontarians, political-religious issues that affected education, and the extent and quality of public participation in school management. The second investigates concepts of education and of child nature. The third deals with common and grammar schools, teacher-training and certification, teaching techniques, and the Ontario teacher. The 1860's were years of transition as Ontario was changing from a pioneer to a modern society. Educators strove to keep pace with the forward thrust of Ontario life. New concepts and practices co-existed with traditional ones to a degree that the decade is unique as a turning point in Ontario education. Specific examples indicating the pivotal position of the 1860's in education are: the resolution of the separate school question by the Scott Act of 1863 and the British North America Act of 1867; the increasing humanitarian concern for children in and out of school; the growing desire for a more scientific approach to teaching; the changing concepts of pupil discipline and motivation; the extension of free schooling to include over 90% of the province's elementary schools; the broadening of the aims of education and the expansion of the common school curriculum; the change from a predominantly religious to a more secular and nationalistic emphasis in pupil textbooks; the widespread adoption of grading in elementary schools; the revision of the form and function of secondary schools; the large influx of girls into secondary schools, as they were granted the legal right to enroll; the popularity of object and oral teaching; the dramatic rise in the number of women teachers; and the organization of a provincial teachers' association which gave the teachers a united voice and contributed to greater professionalism. The Chief Superintendent of Education, the Rev. Dr. Egerton Ryerson, played a prominent role in nearly every area. New theories and practices in education were being tested and accepted to such an extent that the 1860's mark the beginning of modern education in Ontario. / Education, Faculty of / Graduate

No description available.

No description available.

The aim of my research was examine the impact of race, class and gender in Ottawa's educational system. I sought to find out if these factors played a role in the streaming of Black youths in basic or vocational programs and, if so, to what degree. While looking at the issue, I examined the narratives of both middle-class and working-class students and parents. / The study found that a student's socio-economic background largely determine her/his educational stream, be it basic, general or advanced. For example, all the participants in the vocational stream were working-class students while the participants that were streamed into the university bound program were from middle-class families. Teachers within the system also treated the parents differently. Middle-class parents had a greater degree of reciprocity between themselves and teachers compared to working-class parents.

This research examines the challenges and opportunities of implementing diversity and multicultural education in faith-based Catholic high schools in Ontario, Canada which meets the requirements of both the Equity and Inclusive Education (EIE) and the Catholic Equity and Inclusive Education (CEIE). The data for this research were generated through interviews and focus group discussions with stakeholders—teachers, parents, students, educational assistants and educational administrators at the Catholic District School Board and the Community of the Beloved Catholic High School. Based on data analysis and review of literature in the areas of equity, inclusive education and multicultural education, the current research identified the school culture as the most decisive component in realizing the strategy for inclusion and safe schools required both by the EIE and the CEIE. The fundamental challenge identified by this research is that multiculturalism and diversity are fairly broad sets of values, programs, and projects in Canada which offers challenges in understanding what educational strategies and approaches for realising them in faith-based schools. In addition, this research found out that Catholic schools and boards of education have become sites for conflict and tension in the understanding, interpretation and application of what different stakeholders understand and implement about equity and inclusion. The current research discovered that this tension is an opportunity for the Catholic schools to create a new identity through a greater commitment to ‘real encounters’ between teachers and students which place a greater accent on the cultural and personal experiences and social location of students. This research proposed that the separate educational system in Ontario needs to discover new ways of meeting the challenges of multicultural education. The research recommended how such new ways could draw from the rich social teaching resources of the Christian tradition with regard to options for the poor, and from recent studies and innovations in critical theories of cultures, pedagogy and educational policies and programs in pluralistic societies. Such a new approach will be broad enough to integrate diverse interpretations of diversity and multiculturalism in Canada, and specific enough to model effective pathways for meeting the needs of students and the goals and priorities of a safe schooling culture within a specific faith- based setting. / Educational Studies / D. Ed. (Socio-Education)

No description available.

No description available.

No description available.

Increasing pluralism in Canadian society challenges educators who wish to continue religious education in Ontario's public schools. A brief history of religious education in Ontario helps explain the current situation. / Because religion is foundational to human experience, religious education is vital. Various scholars are cited in support. / Gabriel Moran is a major resource in developing religious education as an academic field. He helps teachers to teach religion itself rather than about religion. / Stanley Hauerwas broadens religious education to include character development. His emphasis on the self-agency of the moral agent helps teachers to educate character. His use of narrative encourages teachers to be inclusive and non-judgmental. / Religious education must change to accommodate pluralism. Yet it still has a valid place in the public school if it is multi-faith and inclusive, encouraging all students to be religious according to their own faith community.

No description available.