As the purpose and function of secondary education evolved, secondary school science, while still presented as a discipline has been influenced by external aims and objectives. Two persistent difficulties have been the wide range of student ability and interest, and external examinations. [...]

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Despite discrimination in mainstream Canadian society, local Muslim communities are a significant resource for immigrants. Recruited by friendship and kin networks, some families chose to educate their children in private full-time Muslim schools which provide academic/economic credentials and social support. Through participant observation and semi-structured interviews, this research depicts a Muslim school in Montreal which both reflects Quebec society and nurtures minority ethnic/religious identity. For many parents, Arabic language classes, academic standards, and behavioral norms were as important as the school's religious affiliation. Rejecting the hypothesis that emphasizing religious and cultural identities distanced children from mainstream society, some felt that the psychological and social effects of affirming a child's background were vital to integration and participation in mainstream society. In addition, the school also provided entry into social networks which offered parents an important support system.

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The evolution of the religious phenomenon can be organized into five overlapping historico-religious stages based on an analysis of concrete verifiable achievements. It delineates the religious and educational paradigms of each societal evolutionary stage as it considers that what applies to a society as a whole applies also to its education. Education plays an important role in the evolution of the world, and is directly affected by the changes of the image which human beings have of themselves. Religious maturing does not only take place in society but is also an integral part of any individual process of human development. The analysis of the various stages of personal religious development shows the inclusive nature of the religious development in any human educational enterprise. The study of the societal and individual process of religious maturing with the analysis of the contemporary tapestry of education and religious education stand as the various elements needed to formulate a critique of the current Quebec's secondary one Protestant moral and religious education curriculum. The significant role of teachers as active and necessary agents of pupils' maturing process emerges from the evaluation of the present curriculum.

Filipino youth in Montreal have one of the highest rates of not being in school. Reports of behavioural problems, difficulties integrating, school failure and parent-child relationship difficulties have been reported among Filipino Youth who came to Canada after their mothers came to work in Canada under the Live-In Caregiver Program and its predecessor, the Foreign Domestic Movement. Using a sociocultural framework, I interviewed seven Filipino youth to examine the factors that interact to influence their educational outcomes. I discovered that several of their problems were related to long periods of family separation. The inability to develop a close relationship with their mother, along with economic struggles was a source of difficulty and directly affected educational outcomes. The focus of learning French in order to do well in the Quebec High School system is another factor affecting the ability of Filipino youth to succeed in school.

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It seems self-evident that novels and other literary forms profoundly influence the way we think, feel and learn about society. However, while a number of studies have acknowledged the importance of textbooks used within the school curriculum, few have examined novels that are studied within the high school English program. Thus this thesis focuses on gender-bias found in a study of 21 novels identified as those most commonly used in the high schools of the Lakeshore School Board. The results show significant gender imbalance in all categories: the number of female authors, characters, voices, and perspectives. The recommendations that arise from this study are (1) that English teachers be aware of the issue of gender bias when they select novels for their students. (2) that strategies be developed in the classroom to address gender-bias in literature, and (3) that a balanced literature curriculum be developed.

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