Actors, Ideas, and Institutions: The Forces Driving Integrated Education Policy in British Columbia, 1947-1951

Autor/in	Raptis, Helen
Titel	Actors, Ideas, and Institutions: The Forces Driving Integrated Education Policy in British Columbia, 1947-1951
Quelle	In: History of Education Quarterly, 58 (2018) 4, S.537-566 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Foreign Countries; Educational History; Educational Policy; Educational Legislation; Indigenous Populations; Minority Group Students; Canada Natives; State Legislation; Ethics; Political Attitudes; Ideology; Federal Legislation; Access to Education; Equal Education; Racial Bias; Residential Schools + Suchen Sie Ihr Suchwort? Ausland; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Sinti und Roma; Landesrecht; Ethik; Political attitude; Politische Einstellung; Ideologie; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Racial discrimination; Rassismus; Heimschule
Abstract	British Columbia (BC) charted its own course in 1949 when it passed legislation permitting Indigenous children to be schooled in provincial public schools. That is, BC's law predated federal legislation allowing integrated schooling by two years. This paper examines how and why BC followed its own policy path with respect to the schooling of Indian children in the years immediately following World War II. It illustrates three key forces propelling BC's integration agenda: policy actors, ideas, and institutional structures. Indigenous and non-Indigenous policy actors were shaped by the discourse of ethical liberalism, an ideology that dominated BC's educational landscape during the first half of the twentieth century. Key policy actors succeeded in implementing integrated schooling in advance of federal legislation due, in part, to Canada's political institutions, which have facilitated regional autonomy in matters such as education. This study highlights the importance of telling regional histories in addition to those of the nation-state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01