Because the history of Indian-White relations in Canada has focussed mainly on the colonized Indians and ignored the impact of colonization on the White colonizers, it has simplified a complex affiliation which, clearly, had an impact on both groups while reducing Indian peoples to objects to be studied. By understanding the concept of a relationship involved in colonization, we can alternatively focus on the effects colonization had on both the large and small colonizers. Not only will a study of this type allow us to emphasize the once-ignored impact of colonization on the colonizers, it will also help to avoid the over-study of the Indian peoples in Canada. <p> Exploring the history of the Indian Homemaking Program, Extension Division, University of Saskatchewan, 1967-1972 is an excellent venue in which to perform such a study. The program, which involves White Extension Instructors travelling to Saskatchewan reserves to teach Indian women homemaking skills such as knitting and crocheting, sewing and food preparation, promoted informal cross-cultural education in a setting that was both relaxed and enjoyable. After speaking with Extension Instructors about their vast array of experiences with respect to the program, it is abundantly clear that their days in the program, and with Indian women, changed the way they saw and experienced Saskatchewan.

Because the history of Indian-White relations in Canada has focussed mainly on the colonized Indians and ignored the impact of colonization on the White colonizers, it has simplified a complex affiliation which, clearly, had an impact on both groups while reducing Indian peoples to objects to be studied. By understanding the concept of a relationship involved in colonization, we can alternatively focus on the effects colonization had on both the large and small colonizers. Not only will a study of this type allow us to emphasize the once-ignored impact of colonization on the colonizers, it will also help to avoid the over-study of the Indian peoples in Canada. <p> Exploring the history of the Indian Homemaking Program, Extension Division, University of Saskatchewan, 1967-1972 is an excellent venue in which to perform such a study. The program, which involves White Extension Instructors travelling to Saskatchewan reserves to teach Indian women homemaking skills such as knitting and crocheting, sewing and food preparation, promoted informal cross-cultural education in a setting that was both relaxed and enjoyable. After speaking with Extension Instructors about their vast array of experiences with respect to the program, it is abundantly clear that their days in the program, and with Indian women, changed the way they saw and experienced Saskatchewan.

Because the history of Indian-White relations in Canada has focussed mainly on the colonized Indians and ignored the impact of colonization on the White colonizers, it has simplified a complex affiliation which, clearly, had an impact on both groups while reducing Indian peoples to objects to be studied. By understanding the concept of a relationship involved in colonization, we can alternatively focus on the effects colonization had on both the large and small colonizers. Not only will a study of this type allow us to emphasize the once-ignored impact of colonization on the colonizers, it will also help to avoid the over-study of the Indian peoples in Canada. Exploring the history of the Indian Homemaking Program, Extension Division, University of Saskatchewan, 1967-1972 is an excellent venue in which to perform such a study. The program, which involves White Extension Instructors travelling to Saskatchewan reserves to teach Indian women homemaking skills such as knitting and crocheting, sewing and food preparation, promoted informal cross-cultural education in a setting that was both relaxed and enjoyable. After speaking with Extension Instructors about their vast array of experiences with respect to the program, it is abundantly clear that their days in the program, and with Indian women, changed the way they saw and experienced Saskatchewan.

A review of preceding studies reveals a number of factors which influence junior- and senior-high-school girls to elect homemaking. The present study proposes to discover additional factors. It, furthermore, proposes to determine whether any relationships exist between the expressed interests of students who elect homemaking and their vocational preferences and general aptitudes.

The present study purposes to determine whether or not teacher-pupil relationships bring about improvement in the social adjustment of homemaking students in a small rural high school. It further purposes to determine the nature and extent of any measurable improvement.

In 1923 the Oregon Agricultural College began broadcasting market information and weather reports to farmers in the Willamette Valley. By 1958 the programming had expanded to include everything from symphonies to lectures in psychology. This thesis poses the following questions: How did the producers and funders of Station KOAC understand the medium’s potential to reach spaces they believed were isolated from the promise of modernity? What were the values that the state prioritized through its funding of Station KOAC? How did listeners understand and experience KOAC? Based on archival research, I argue that the station was recruited to welcome rural and domestic listeners into modernity and simultaneously task them with the maintenance of traditional institutions on which the state relied. However it also brought information and companionship to listeners, who claimed their own citizenship through state supported radio.

The literature on migration has typically described those who have migrated out of necessity as being in some form of exile, longing to return to their homeland. Traditionally, it has been applied to first-generation immigrants who strongly identify with their homeland and feel like an “outsider” in their country of settlement. However, there has been little attention paid to generation 1.5 immigrants, those who migrated during childhood or early adolescence. This thesis seeks to explore the settlement experiences of 10 generation 1.5 Afghans. I argue these individuals engage in homemaking strategies as a way to negotiate their identity and belonging in Canada, while also challenging the boundaries of belonging in order to gain full citizenship.

The purpose of this study is to analyze the extent of certain aspects of growth in foods units in homemaking classes through several evaluative methods, such as: pre-tests and tests, anecdotal records, self-evaluations of students, and student and teacher planned devices.

In the first part of this century, the traditional common law jurisdiction of England and Wales and the civil law jurisdiction of Taiwan simultaneously gave increased legal recognition of the homemaker’s non-financial contributions to the marriage relationship, albeit using quite different mechanisms to achieve this. Family law in both jurisdictions has faced the issue of whether it should adapt to changed social norms by better reflecting the equal partnership discourse of marriage in the value that should be given to non-financial contributions typically made by women, such as housework and childcare, both during the marriage and on divorce. Yet, whether and how to do this has been the subject of much debate in both jurisdictions. This thesis therefore considers how the laws in these jurisdictions assess the value of non-financial contributions, before, during and after marriage (i.e. on divorce). It explores the extent to which they meet the aim of achieving substantive gender equality by weighing their achievements against the principles of gender mainstreaming. In order to evaluate this in the context of Taiwan where a gender mainstreaming approach was employed to frame the recent legislative reforms, a qualitative empirical research study was undertaken. The study also considers how social and cultural norms operate alongside or in opposition to the intended effects of legal developments in this field and argues that at the very least, stronger legal provisions going beyond gender neutral laws are needed to remove the traditional gendered assumptions about the low value of non-financial contributions. Therefore, this study intends to explore the problems which result from these socio-legal phenomena and, drawing on the strengths and weaknesses identified in the comparative study of Taiwan and England and Wales, put forward possible legal solutions. These, it is argued, involve a reconceptualisation of the value of non-financial contributions to marriage.

The teaching of understandings and techniques concerning the care of children is certainly an important part of the homemaking teacher's job, but research by Bettelheim has pointed out that the underlying attitudes of parents often influence how well they put their knowledge into practice.