Eventos Académicos, 39 ISCHE. Educación y emancipación

Tamaño de fuente: 
Colonization and the Teachers of Imperial Ontario, 1880-1914
John Allison

Última modificación: 2017-07-15


This paper will examine the process of colonization of teachers in the Province of Ontario in the era between the 1880s and 1914.  It will subscribe to the ISCHE 39 Education and Emancipation, Buenos Aires, conference theme Number Seven; “Teachers, scholars, and knowledge institutions in processes of emancipation and/or colonization.” The period from the 1880s through the outbreak of World War One was one of renewed imperialism and adulation of the British Empire in Canada and in Canadian provinces.  The presentation will question how this impacted the provincial government’s approach to education and in particular did this lead the government to colonize its teachers?  An immediate response is that colonization of teachers’ world would serve the deeper purpose of national Anglophone unity.  This unity was manifested through the rising imperialism in the province in the decade of the 1890s, particularly under the leadership of Minister of Education and subsequently, Premier, George Ross.  Colonizing teachers would also serve to solidify the cause of the Protestant educators in Ontario, of which Ross was one, in light of advancing Roman Catholic interest in education in the province.  Lastly, it would serve to cement teachers into a role as instruments of the state rather than independent educators in the classroom.  Research questions that the paper will investigate will include the following;

  • What role did the state (i.e. the Province of Ontario) play in the process of colonization of teachers in Ontario?
  • Were teachers directly taught to be “good imperialists” in model schools or teacher training academies?
  • Alternately, was the process of colonization of teachers accomplished through more indirect means?  If so, what were they?
  • How did “good imperialist” teachers further a colonial mindset and agenda of the provincial government in their classrooms?
  • What role did gender play in the teaching of imperialism?
  • Were there differences in the process of colonization of teachers in rural and urban centers?

The presentation will use historical method and a qualitative textual analysis approach to the research. Primary source research will seek out appropriate documents pertaining to new and experienced teachers during this era. This paper will use primary sources from the Archives of Ontario, the Toronto District School Board Archives and other prominent archives as well as appropriate secondary sources.