Literaturnachweis - Detailanzeige
Autor/in | Raptis, Helen |
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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 |
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 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 |