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Journal articles on the topic 'Canadian Working class writings'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Fingard, Judith. "Presidential Address: The Personal and the Historical." Ottawa 1998 9, no. 1 (February 9, 2006): 3–13. http://dx.doi.org/10.7202/030489ar.

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Abstract In her 1998 Presidential Address to the Canadian Historical Association, Judith Fingard poses a question which has been on our collective minds for some time: “Does the personal history of the historian determine the choice of her or his subject matter, approach, and ongoing professional development?” By delving into the personal reflections of celebrated Canadian historians, Fingard has been able to shed light on this contentious issue. According to Fingard, the personal and professional intersect at several key points (or at least have for her sample of historians working in Canada in the past twenty years). The obvious, it seems, is true. Gender, class and stage of life all influence scholarly pursuits whether it be in terms of subject matter chosen or the amount of time one is able to devote to research and writing. Certainly the past twenty years has seen great change in Canadian academia; particularly, one can argue, in the field of history. It is clear that those sampled in Fingard's survey drew upon their personal backgrounds not only to forge a passion for the past - sometimes against all odds - but a professional identity based on the study of history of the margins. Ultimately, we can conclude that social historians of the past twenty years personify the field they played such a role in developing. To varying degrees, the profession is indeed personal.

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2

Falconer, Thirstan, and Zack MacDonald. "Policy Writing Simulations." Teaching History: A Journal of Methods 45, no. 2 (November 19, 2020): 18–41. http://dx.doi.org/10.33043/th.45.2.18-41.

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Policy writing is an effective skill that history instructors should teach their students for life after their undergraduate degree. This article proposes that instructors encourage their students to learn policy writing through experiential learning practices. In particular, it advocates for the use of live simulations in the undergraduate history classroom that emphasize policy writing solutions. In this case, the collaboration between historians and librarians is demonstrative of effective historical analysis and fundamental research practices. This article uses a third-year history course in Canadian External Relations as the primary example to share this model. In a simulation, upper-year students are situated within a particular historical event and are tasked to complete a group-based action memorandum writing exercise during a timed in-class period. This simulation policy writing exercise gives students first-hand experience working collaboratively with one another in a political decision-making setting. The simulation can be supplemented with an independent writing assignment that also emphasizes policy writing, such as an action memorandum or a briefing note, in place of the traditional history research paper. This article examines a Canadian history simulation which situates students within the Canadian Department of External Affairs during the Suez crisis. It demonstrates the enhancement of student learning through a practice-based, hands-on approach, that requires collaboration and semester-long learning. The simulation challenges students to act and resolve the scenario at hand. Policy writing is the process by which “government employees and non-governmental organizations create written documents for lawmakers and policy professionals to read.” Policy documents can be a variety of lengths, ranging from short-briefings to lengthy reports.[1]In the course model proposed in this article, students learn policy writing while they also continue to develop valuable history-related skills such as creativity, research, analysis, and critical-thinking. Victor Asal has argued that “the best way to get educational mileage out of a simulation is to treat it as an interactive case where learning takes place before, during, and after the simulation.”[2]Assigning an independent policy writing assignment in addition to the simulation has significant benefits for student learning. [1]Andrew Pennock, “The Case for Using Policy Writing in Undergraduate Political Science Courses,” PS: Political Science and Politics 44.1 (2011): 141. [2]Victor Asal, “Playing Games with International Relations,” International Studies Perspectives 6 (2005): 362.

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3

Hayes, Matthew. "Causing a Ruckus: Complicity and Performance in Stories of Port Moody." Public History Review 24 (January 4, 2018): 38–53. http://dx.doi.org/10.5130/phrj.v24i0.5442.

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This article is about the suicide of the chief of police of a small Canadian town, which - according to some - did not actually happen. While employed as a researcher and writer with a museum in Port Moody, British Columbia, the author heard this story as one of many told by the ‘old-timers’ who assisted with the writing of a history book. The controversy over the potential suicide provided the means by which this article reflects on issues of ethics, advocacy, and performance when doing public history. The main request of the old-timers was to ‘put the good stories in’ when writing the book. This expectation caused tension between the author and the museum, reflecting the divide between doing ‘history’ and ‘heritage’. This article draws on Anthropological theories of ‘complicity’ and performance in storytelling to make sense of the author’s role within the context of a museum working to record the stories of long-time residents. The stories of the old-timers were filtered through the lens of early 20th century ideas about gender, race, and class, and affected by a lingering frontier mentality. As such, they wished to see their town’s history told in a very specific way. The story of the police chief’s suicide betrayed this intent, allowing for an analysis of how these expectations can affect the way in which public history is done.

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4

Greenwald, Maurine Weiner, and Janet Zandy. "Calling Home: Working-Class Women's Writings: An Anthology." Journal of American History 78, no. 3 (December 1991): 1114. http://dx.doi.org/10.2307/2078902.

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5

Roberts, Nancy. "Calling Home: Working-Class Women’s Writings: An Anthology." American Journalism 9, no. 1-2 (January 1992): 134–35. http://dx.doi.org/10.1080/08821127.1992.10731441.

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6

Patmore, Greg. "Working Lives: Essays in Canadian Working-Class History. Craig Heron." Canadian Historical Review 101, no. 2 (May 2020): 286–87. http://dx.doi.org/10.3138/chr.101.2.br03.

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7

Macdowell, Laurel Sefton. "Craig Heron. Working Lives: Essays in Canadian Working-Class History." University of Toronto Quarterly 89, no. 3 (February 2021): 600–601. http://dx.doi.org/10.3138/utq.89.3.hr.47.

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8

Antaya, Sean. "Working Lives: Essays in Canadian Working-Class History by Craig Heron." Ontario History 111, no. 2 (2019): 219. http://dx.doi.org/10.7202/1065087ar.

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9

Remes, Jacob A. C. "Working Lives: Essays in Canadian Working-Class History by Craig Heron." Labor 17, no. 4 (December 1, 2020): 132–33. http://dx.doi.org/10.1215/15476715-8643732.

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10

McPherson, Kathryn, James R. Conley, Gillian Creese, Peter Seixas, Elaine Bernard, Michael J. Piva, and Raymond Leger. "Workshop on Canadian Working-Class History Victoria, May 1990." Labour / Le Travail 27 (1991): 185. http://dx.doi.org/10.2307/25130250.

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11

Burrill, Fred. "The Settler Order Framework: Rethinking Canadian Working-Class History." Labour / Le Travail 83, no. 1 (2019): 173–97. http://dx.doi.org/10.1353/llt.2019.0007.

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12

Etherington, Nicole. "Widening Participation through Alternative Public Schools: A Canadian Example." Sociological Research Online 18, no. 2 (May 2013): 59–71. http://dx.doi.org/10.5153/sro.2926.

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In recent years, the development of the global knowledge economy has rendered post-secondary education necessary for employment and earning potential, with manual labour no longer as prevalent or secure as it once was. Yet, access to post-secondary institutions continues to be stratified based on social class. To support working-class students in obtaining a post-secondary education, some countries have opened alternative public schools geared toward this purpose. This article draws on a Canadian case study of a school for working-class students whose parents do not have any post-secondary education to investigate the discourse surrounding these institutions and their goals. Using a content analysis of newspaper articles and policy documents, I find that while alternative schools certainly have the potential to increase educational attainment amongst working-class students, they may pose significant challenges to working-class identities.

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13

van der Linden, Marcel. "Rosa Luxemburg’s Global Class Analysis." Historical Materialism 24, no. 1 (April 28, 2016): 135–59. http://dx.doi.org/10.1163/1569206x-12341451.

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How did Rosa Luxemburg, in herThe Accumulation of Capitaland other writings, analyse the development of the working class and other subordinate classes under capitalism, and how did she view the relationship between these classes and those living in ‘natural economic societies’? Following primary sources closely, the present essay reconstructs and evaluates Luxemburg’s class analysis of global society. It is shown that Luxemburg pioneered a truly global concept of solidarity from below, including the most oppressed – women and colonised peoples.

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14

Armatage, Kay. "Working on Screen: Representations of the Working Class in Canadian Cinema (review)." University of Toronto Quarterly 77, no. 1 (2008): 194–95. http://dx.doi.org/10.1353/utq.0.0154.

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15

Danysk, Cecilia, and Bryan D. Palmer. "Working Class Experience: Rethinking the History of Canadian Labour, 1800-1991." Labour / Le Travail 32 (1993): 296. http://dx.doi.org/10.2307/25143738.

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16

Smith, Murray E. G. "Political Economy and the Canadian Working Class: Marxism or Nationalist Reformism?" Labour / Le Travail 46 (2000): 343. http://dx.doi.org/10.2307/25149103.

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17

Teeple, Gary, and Bryan D. Palmer. "Working Class Experience: Rethinking the History of Canadian Labour, 1800-1991." Canadian Journal of Sociology / Cahiers canadiens de sociologie 21, no. 1 (1996): 126. http://dx.doi.org/10.2307/3341448.

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18

한영인. "The Era of Writing Laborer ― Rereading life-writings of working class in 1980’s ―." DAEDONG MUNHWA YEON'GU ll, no. 86 (June 2014): 9–44. http://dx.doi.org/10.18219/ddmh..86.201406.9.

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19

Burgmann, Verity. "Labour/Le Travail and Canadian Working-Class History: A View from Afar." Labour / Le Travail 50 (2002): 73. http://dx.doi.org/10.2307/25149269.

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20

Palmer, Bryan D. "Approaching working-class history as struggle: a Canadian contemplation; a Marxist meditation." Dialectical Anthropology 42, no. 4 (May 19, 2018): 443–56. http://dx.doi.org/10.1007/s10624-018-9503-z.

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21

Carruthers, Jo. "Melodrama and the ‘art of government’: Jewish Emancipation and Elizabeth Polack’s Esther, the Royal Jewess; or The Death of Haman!" Literature & History 29, no. 2 (October 19, 2020): 144–63. http://dx.doi.org/10.1177/0306197320945947.

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This article challenges historians’ representations of working-class Jewish attitudes to emancipation in the early nineteenth century through a reading of Elizabeth Polack’s 1835 melodrama, Esther, the Royal Jewess, or the Death of Haman! Low expectations of working-class political engagement and the working-class genre of the melodrama are challenged by the astute political content of Polack’s play. Its historical and political value is revealed by placing the play within the tradition of the purimspiel, the Jewish genre that traditionally explores Jewish life under hostile government. Reading the play alongside Walter Benjamin’s writings on the disparaged German melodramatic genre of the trauerspiel enables a finely articulated reading of its complex exploration of issues of sovereignty, law, and religious and political freedom.

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22

Heron, Craig. "Harold, Marg, and the Boys: The Relevance of Class in Canadian History." Journal of the Canadian Historical Association 20, no. 1 (May 25, 2010): 1–56. http://dx.doi.org/10.7202/039780ar.

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Abstract Class has been a controversial category of historical analysis. Historians and social theorists have often attacked its relevance, but even those who find it a helpful way of understanding the past (and present) have had to deal with challenges from new theoretical perspectives, especially from those sensitive to gender and race. They have also had to recognize that there is no direct link between the material situation of members of a social class and their consciousness of their social situation. Diverse discourses emerge to give meaning to social experience, and are adopted, adapted, or rejected to varying degrees. This paper suggests that, after three decades of debate, we should now consider class formation as a fluid, dynamic process of social differentiation through which people’s lives are shaped by the pressures, constraints, and opportunities of their situation in relation to the means of production, the divisions of labour within patriarchy, and the racial distinctions in particular societies; but also one in which people negotiate their own understandings of the world and act on them. To illustrate this process at work, the paper discusses the lives of one working-class family in suburban Toronto from the 1940s to the 1970s and their engagement with new postwar social developments. They not only shaped distinctively working-class forms of gender, suburbanism, religion, ethnicity, citizenship, popular culture, meritocracy, and consumerism; but also wove all of those into a distinctively working-class identity.

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23

Martínez Vergne, Teresita. "Bourgeois women in the early twentieth-century Dominican national discourse." New West Indian Guide / Nieuwe West-Indische Gids 75, no. 1-2 (January 1, 2001): 65–88. http://dx.doi.org/10.1163/13822373-90002558.

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Argues that in the early 20th c. a male elite in the Dominican Republic, in formulating a national project toward modernization and economic progress, projected on upper- and middle-class women prescribed roles as subordinate to men. She argues that working-class women were totally seen as unimportant to nation building. She describes how in different writings of the time bourgeois women were depicted as incapable to contribute to the desired progress independently, i.e. other than serving men.

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24

Starosta, Guido, and Alejandro Fitzsimons. "Rethinking the Determination of the Value of Labor Power." Review of Radical Political Economics 50, no. 1 (June 29, 2017): 99–115. http://dx.doi.org/10.1177/0486613416670968.

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This article critically examines the received wisdom on the value of labor power that posits the workers’ material reproduction and the class struggle as two independent factors that determine the bundle of wage-goods consumed by the working class. It shows that this reading has no solid textual basis on Marx’s writings. Furthermore, it argues that it rests on a problematic separation of the actual immanent unity between materiality and social form in the capitalist mode of production.

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25

Sigsworth, Michael, and Michael Worboys. "The public's view of public health in mid-Victorian Britain." Urban History 21, no. 2 (October 1994): 237–50. http://dx.doi.org/10.1017/s0963926800011044.

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What did the public think about public health reform in mid-Victorian Britain? Historians have had a lot to say about the sanitary mentality and actions of the middle class, yet have been strangely silent about the ideas and behaviour of the working class, who were the great majority of the public and the group whose health was mainly in question. Perhaps there is nothing to say. The working class were commonly referred to as ‘the Great Unwashed’, purportedly ignorant and indifferent on matters of personal hygiene, environmental sanitation and hence health. Indeed, the writings of reformers imply that the working class simply did not have a sanitary mentality. However, the views of sanitary campaigners should not be taken at face value. Often propaganda and always one class's perception of another, in the context of the social apartheid in Britain's cities in the mid-nineteenth century, sanitary campaigners' views probably reveal more about middle-class anxieties than the actual social and physical conditions of the poor. None the less many historians still use such material to portray working-class life, but few have gone on to ask how public health reform was seen and experienced ‘from below’. Historians of public health have tended to portray the urban working class as passive victims who were rescued by enlightened middle-class reformers. This seems to be borne out at the political level where, unlike with other popular movements of the 1840s and after, there is little evidence of working-class participation in, or support for, the public health movement.

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26

McAdams, Kay. "Claire A. Culleton, Working-Class Culture, Women, and Britain, 1914–1921. New York: St. Martin's Press, 2000. 240 pp. $55.00 cloth." International Labor and Working-Class History 65 (April 2004): 196–98. http://dx.doi.org/10.1017/s014754790430013x.

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Claire Culleton's study of working-class women in First World War Britain is an ambitious project that aims at a “comprehensive analysis of the complexities that conspired to link women's lives, their work, and their writings” (8). The book is positioned as a study that redresses what Culleton views as the marginalization of working-class women's experience in historical and literary studies of the period. She attempts, therefore, to write a history “from below” that provides both historical analysis of the experience of working-class women who labored in Britain's wartime industries, and an analysis of their culture, as revealed through the 1970s oral history testimonies of the Imperial War Museum and the literature they produced for factory newspapers. She states that she will tie this experience and its “costs” to changes in British society that “no longer permit[ed] sentimentality of hearth and home ( . . . )” (2). Culleton notes that the book is aimed at specialists on the subject and general readers. The analysis presented in the book, however, falls short of the author's stated goals and adds little to the existing scholarship on working-class women in First World War Britain.

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27

Lehmann, Wolfgang. "Working-class students, habitus, and the development of student roles: a Canadian case study." British Journal of Sociology of Education 33, no. 4 (July 2012): 527–46. http://dx.doi.org/10.1080/01425692.2012.668834.

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28

Davis, Donald F. "The "Metropolitan Thesis" and the Writing of Canadian Urban History." Articles 14, no. 2 (August 15, 2013): 95–113. http://dx.doi.org/10.7202/1017987ar.

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This article deals with the concept of metropolitanism as found in the writings of Canadian historians and geographers. It argues that, contrary to common belief, there is no single metropolitan ''thesis." Rather there are different approaches to the metropolis-hinterland relationship, five of which are discussed in the article. These vary, it is shown, in their assumptions about individual autonomy, the power of the metropolis, the mutability of the metropolis-hinterland relationship, and the universality of the metropolitan phenomenon. The failure to recognize the variety of approaches to metropolitanism has, it is argued, retarded the development of urban studies in Canada. While admitting the possibility of progress once historians have clarified their differences concerning metropolitanism, the article suggests, nonetheless, that urban historians might do better by abandoning the metropolitan approach altogether, given its indeterminancy, its avoidance of fundamental class relationships, as well as its inherent manicheanism and spatial bias.

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29

Taylor, Ian. "Putting the Boot into a Working-Class Sport: British Soccer after Bradford and Brussels." Sociology of Sport Journal 4, no. 2 (June 1987): 171–91. http://dx.doi.org/10.1123/ssj.4.2.171.

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This paper presents an account of the two disastrous events that occurred in the final month of the 1984-85 season of the English Football League: the lethal fire at the stadium of Bradford City and the fan violence at the Heysel Stadium in Brussels on the occasion of the 1985 European Cup Final between Liverpool and Juventus. Some 57 people died in the Bradford fire, and 38 people (mainly supporters of the Italian champions, Juventus) died in Brussels. The two connected purposes of this paper are (a) to interpret and to challenge the conflation of these two, quite different, events in the government enquiry into the Bradford fire, as well as in the ongoing discourse of the mass media, and (b) to provide a critical rebuttal of the increasingly confident and influential writings of radical right journalists and “intellectuals” as to the meaning of soccer violence in Britain in the late 1980s.

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30

Lee, Ching Kwan. "Precarization or Empowerment? Reflections on Recent Labor Unrest in China." Journal of Asian Studies 75, no. 2 (March 16, 2016): 317–33. http://dx.doi.org/10.1017/s0021911815002132.

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Labor scholars have highlighted the predicament of “precarization” besetting the working class everywhere in the twenty-first century. Beneath the “proletariat” now stands the “precariat,” for whom exploitation seems like a privilege compared to constant exclusion from the labor market. Amidst worldwide employment informalization and decimation of workers’ collective capacity, media reports and academic writings on Chinese workers in the past several years have singularly sustained a curious discourse of worker empowerment. Strikes in some foreign-invested factories have inspired claims of rising working-class power. Finding little empirical support for the empowerment thesis, this article spotlights the Chinese peculiarity of the global phenomenon of precarization and the dynamics of recent strikes, suggesting the need for Chinese labor studies to rebalance its prevailing voluntarism and optimism with more attention to institutional and political-economic conditions.

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31

Sangster, Joan. "Feminism and the Making of Canadian Working-Class History: Exploring the Past, Present and Future." Labour / Le Travail 46 (2000): 127. http://dx.doi.org/10.2307/25149098.

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32

Brann-Barrett, M. Tanya. "Renegotiating family gender identities in a disadvantaged Atlantic Canadian working-class community: young adults' perspectives." Community, Work & Family 13, no. 2 (May 2010): 167–87. http://dx.doi.org/10.1080/13668800903230620.

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Lankshear, Colin, and Michele Knobel. "More than words: Chris Searle’s approach to critical literacy as cultural action." Race & Class 51, no. 2 (September 24, 2009): 59–78. http://dx.doi.org/10.1177/0306396809345577.

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This article discusses what seem to us to be some of the key features of Chris Searle’s approach to language and literacy education within school classroom settings in England, as portrayed in his own writings and reflected in work done by his students and published in numerous compilations from Stepney Words (1971) to School of the World (1994). We understand his work as a sustained engagement in critical literacy, underpinned by an unswerving belief that being a literacy educator serving working-class communities is inherently a political, ethical and situated — material and grounded — undertaking. Throughout his school teaching life, Chris Searle took it as axiomatic that working-class children should learn to read, write, spell, punctuate and develop the word as a tool to be used in struggles — their own and those of people like them, wherever they may live — for improvement and liberation. Literacy education for working-class children must proceed from, maintain continuity with and always be accountable to the material life trajectories and prospects of these children. It can only do this by maintaining direct contact with their material lives and their situated being within their material worlds.

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34

Luka Lei, Zhang. "The (Un)Making of a Worker Poet: The Case of Md Mukul Hossine and Migrant Worker Writings in Singapore." Journal of Working-Class Studies 6, no. 1 (June 29, 2021): 57–73. http://dx.doi.org/10.13001/jwcs.v6i1.6439.

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This article discusses the migrant worker poet Md Mukul Hossine. Showing Mukul as the representative migrant worker poet also severely restricted and complicated his process of ‘becoming’ a poet. From a Marxist standpoint, the Singaporean literati’s dismissal of Mukul reveals the predicament of being a working-class writer in today’s neoliberal market. The particular bourgeoise ‘production mode’ of working-class literature in Singapore first ‘made’, then ‘consumed’ and ultimately ‘condemned’ Mukul. First, I examine the publication process of Mukul’s poetry and its success followed by a series of problems. In the second section, I offer a close reading of Mukul’s poems understanding Mukul’s poetics and struggles as a migrant worker poet as his poetry is seldom examined in literary criticism. Finally, I argue that the representation of migrant workers writers such as Mukul is problematic due to the nature of the whole system: how they are empowered in such a context equally does harm to them. This mode again reproduces the systematic structure of power hegemony and social inequality through the field of literature.

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35

Rutherford, Tod D. "Commentary on Bryan Palmer’s “Approaching working-class history as struggle: a Canadian contemplation; a Marxist meditation”." Dialectical Anthropology 42, no. 4 (August 16, 2018): 467–70. http://dx.doi.org/10.1007/s10624-018-9521-x.

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Dunk, Thomas. "Commentary on Bryan Palmer’s “Approaching working-class history as struggle: a Canadian contemplation; a Marxist meditation”." Dialectical Anthropology 42, no. 4 (September 17, 2018): 481–84. http://dx.doi.org/10.1007/s10624-018-9527-4.

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37

Andermann, Frederick. "Herbert Jasper: an Appreciation and a Tribute on His 90th Birthday." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 23, no. 4 (November 1996): 308. http://dx.doi.org/10.1017/s0317167100038282.

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It is particularly fitting that at this reception of members of the Canadian Neurological and Clinical Neurophysiologists Societies at the American Academy of Neurology we should honour Dr. Herbert Jasper. He is, at the age of 90, a living legend in the neurosciences. It is a rare opportunity for the young people who have followed him to meet a pioneer of his generation, let alone somebody who continues to this day to exercise his wise counsel and his extraordinary grasp of the working of the human brain.Herbert Jasper, like Wilder Penfield, was born in the west of the United States, and, like his friend and colleague, became a Canadian and a founder of Canadian Neuroscience.Jasper started his career as a psychologist of physiological persuasion and studied with Lapique who is remembered for his studies on chronaxie, in Paris. He became aware of Berger’s writings on the electroencephalogram and realized early the enormous potential of being able to record the electrical activity generated by the human brain. In the 30s, two schools of epilepsy developed in North America: the medical with William Lennox in Boston, and the surgical with Wilder Penfield in Montreal.

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38

Harvey, Kathryn. "Amazons and Victims: Resisting Wife-Abuse in Working-Class Montréal, 1869-1879." Journal of the Canadian Historical Association 2, no. 1 (February 9, 2006): 131–48. http://dx.doi.org/10.7202/031031ar.

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Abstract When Canadian feminists first began to organise against domestic violence in the 1970s, there was a sense that they were the first to do so. What this article suggests is that resistance to wife-abuse had its roots in the nineteenth century. Its visibility was, in part, due to the efforts of the temperance movement which made wife-battering into a public issue by linking it to its antidrinking campaign. Drunkedness was thought to cause wife-abuse and, as such, shaped people's perceptions of it as a crime. The first half of this article describes the role of temperance ideas informing the public's attitudes towards wife-battering. A common perception was that women beaten by their husbands were passive victims. This was only a part of the story. The actions of a significant number of working-class women in Montréal reveal a competing narrative. Evidence found in Montréal newspapers, police reports, and judicial records showed that women did, indeed, resist their husbands' violence. What sustained these women in their struggles against the physical aggression of their husbands, and the forms which these struggles took, are the subject of the second half of the paper.

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39

Carstairs, Catherine. "Defining Whiteness: Race, Class, and Gender Perspectives in North American History." International Labor and Working-Class History 60 (October 2001): 203–6. http://dx.doi.org/10.1017/s0147547901214525.

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African-American writers such as W. E. B. Du Bois, James Baldwin, and Ida B. Wells have regarded “whiteness” as a problem for a long time. However, it is only fairly recently that white historians have taken seriously the importance of de-naturalizing “whiteness,” and critically examining its privileges. “Defining Whiteness: Race, Class, and Gender Perspectives in North American History,” was sponsored by the University of Toronto and York History Departments, the Centre for the Study of the United States, and the Centre for Ethnic and Pluralism Studies at the University of Toronto, with the cooperation of International Labor and Working-Class History and the Canadian Committee on Labour History and its journal Labour/Le Travail. Conference organizers invited several leading American scholars of “whiteness” to Toronto, where they, along with a number of Canadian scholars, presented papers on the ways that whiteness has been constructed in North America. The conference contained much to interest labor historians and those interested in class/race/gender analytical frameworks.

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40

Heron, Craig. "Boys Will Be Boys: Working-Class Masculinities in the Age of Mass Production." International Labor and Working-Class History 69, no. 1 (March 2006): 6–34. http://dx.doi.org/10.1017/s0147547906000020.

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This article investigates the changing construction of masculine identities among working-class males in a large Canadian factory city, Hamilton, Ontario, in the half century before the Second World War. It argues that, long before individual working men embraced the patriarchal identity of breadwinner and head of family, they had learned and practiced how to be “masculine” in family homes, schools, city streets, workplaces, and pleasure sites. The result was a complex bundle of contradictory attitudes and practices in which the processes of class, ethnic/racial, and gender formation were closely interwoven and in which the male body became a crucial vehicle for expressing gender. The article stresses that working-class masculinities were not fixed, static, or universal, but shaped in specific ways in different contexts and subject to challenges and re-negotiation over time. In the period under study here, working-class males faced new forms of institutional regulation in schools, workplaces, streets, and military trenches, the commercialization of many of their pleasures, and new independence and assertiveness in the pubic sphere among the women of their communities. Negotiating these challenges brought both continuities and significant changes in masculine identities.

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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.

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This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) 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Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24. Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70. Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana. Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016). Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic. Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara. Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234. Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235 Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama. Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146. Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka. Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Kencana Prenada Media Group. Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang. Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka. Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285. Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.

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Frank, David. "PALMER, Bryan D., éd., The Character of Class Struggle: Essays in Canadian Working-Class History. Toronto, McClelland & Stewart, 1986. 239 p." Revue d'histoire de l'Amérique française 41, no. 2 (1987): 264. http://dx.doi.org/10.7202/304562ar.

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Cherygova, Anastasiia. "Henri-Dominique Lacordaire in the Canadian ultramontane philosophy." DIALOGO 7, no. 2 (June 30, 2021): 147–56. http://dx.doi.org/10.51917/dialogo.2021.7.2.12.

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When the ultramontane bishop of Saint-Hyacinthe in Canada invited the French Dominicans to his diocese, he requested help from their leader, another French-speaking ultramontane, Reverend Father Henri-Dominique Lacordaire, O.P., who restored the Dominican Order in France after a long ban on religious orders. However, there seemed to have been a paradox at the heart of this invitation. Lacordaire was an extremely controversial figure in both secular and Catholic French circles, mostly due to his rocky relationships with the French episcopacy, his unconventional preaching style and especially his political opinions, including his admiration for republicanism and the Anglo-American political system. Theoretically, all this would put him at odds with Canadian ultramontanes. They were rather opposed to the growing politically liberal forces in Canada specifically and to the Anglo-American politico-philosophical system in general. So why would Canadian ultramontanes ask help from a man so seemingly different from them politically? Our hypothesis is that what united Lacordaire and Canadian ultramontanes was more significant than what divided them - notably, both parties were concerned about opposition to Catholicism coming from State officials, as well as about the menace of irreligion among the growing bourgeois class. Therefore, both were keenly interested in advancing the cause of Catholic education to combat these worries. To prove our hypothesis we would employ methodology based on personal writings and biographical accounts of actors involved in the arrival of Dominicans to Canada, as well as on historical analysis effectuated on connected topics, like the ultramontane scene in Canada, French missionary activity in North America, etc.

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Sigurdson, Richard F. "Jacob Burckhardt: The Cultural Historian as Political Thinker." Review of Politics 52, no. 3 (1990): 417–40. http://dx.doi.org/10.1017/s0034670500016983.

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This article argues, contrary to the analyses of many scholars, that the political thought of the nineteenth-century Swiss cultural historian Jacob Burckhardt is neither frivolous nor irrelevant. More specifically, this essay combines biographical information about Burckhardt with an analysis of his major writings in order to challenge the notion that Burckhardt was simply a cultural historian and not a serious political thinker. The central teaching of Burckhardt's life is that the intellectual in mass society can best serve the community, not by direct political participation, but by working for the intellectual, aesthetic, and moral cultivation of the individual. The central teachings of his political writings are that “great men” often rule but unjustly, that successful leaders approach politics as a “work of art” and master the devices necessary to shape their subjects, that culture should not be subordinated to the state, and finally that individualism, class conflict, mass democracy, and the erosion of culture are both unfortunate and inevitable aspects of modernity.

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Nock, David A., and Ian McKay. "For a Working-Class Culture in Canada: A Selection of Colin McKay's Writings on Sociology and Political Economy, 1897-1939." Canadian Journal of Sociology / Cahiers canadiens de sociologie 23, no. 4 (1998): 462. http://dx.doi.org/10.2307/3341813.

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Guarneri, Cristina. "Exploring the Mechanical Life in Literature through Marxist Theory." Journal of English Language and Literature 10, no. 1 (August 31, 2018): 932–39. http://dx.doi.org/10.17722/jell.v10i1.378.

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The Victorian Era of writings of works such as Charles Dickens Hard Times used the social and environmental setting by which the characters live in; it is created by a philosophy that adds fuel to sustain the advancement of industrialization. The philosophy mirrors the mechanical characteristics of industrialization and how they are expressed is of great importance to the mechanical perceptions, such as objective utilitarianism. The mechanization that is found in the lives of the characters has an evil presence of depriving them of human dignity by living a mechanical lifestyle. It was the mechanical lifestyle that can be explained through Marxist theory to explain the key characteristics of the Industrial Era and its importance to materialism, as it represented political power. Marxism provides a theory for requiring the working class to concentrate on working in factories in Coketown and the “bourgeois” to separate themselves as competing agents of self-interest. It is a goal of the wealthy social class to maximize utility as a consumer and profit as a producer within the mechanical world. Keywords: Victorian Era; Mechanical Thinking; Marxist Theory

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Davis, Bob. "Going in by the front door: Searle, Earl Marshal School and Sheffield." Race & Class 51, no. 2 (September 24, 2009): 79–91. http://dx.doi.org/10.1177/0306396809345578.

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The pattern of Searle’s later teaching career and continuing development of a child-centred, working-class pedagogy, or critical literacy, proved even more controversial than at Sir John Cass school. He was appointed to the head-ship of the 80 per cent non-white Earl Marshal comprehensive in Sheffield in 1990, a year before the first Gulf war. But his refusal to exclude pupils, his determined attempt to involve the local communities, Yemeni, Pakistani, white working-class, etc., in the life of the school and his encouragement of pupils to confront the issues raised by the war — which affected many of them directly — and his bending of the National Curriculum to these ends earned him the wrath not only of the more conservative elements on the local education authority but of shadow Labour education secretary and Sheffield MP, David Blunkett. Attempts made to close Earl Marshal were successfully resisted; Searle was fired, but not before the publication of a number of collections of pupils’ writings, including Lives of Love and Hope, by female pupils and based on family experiences.

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Massie, Alicia, and Yi Chien Jade Ho. "“Working Women Unite”: Exploring a Socialist Feminist, Nonhierarchical Teachers Union." Labor Studies Journal 45, no. 1 (March 2020): 32–55. http://dx.doi.org/10.1177/0160449x20909935.

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In this paper, we present and explore the case of the Teaching Support Staff Union (TSSU), an independent, directly democratic, and feminist labor union at Simon Fraser University in British Columbia, Canada. Operating continuously since the 1970s, we argue that TSSU is an important example of the ways in which gender and class have intersected within the history of the Canadian labor movement, and a fascinating case of a longstanding socialist feminist union. We also argue that alongside the historical relevance, exploring the constraints and possibilities of a feminist nonhierarchical organizational structure can offer important lessons for organizing in the twenty-first century. Adopting a socialist feminist framework, we speak from our experiences serving as TSSU executives, as graduate students, and as teachers within the larger academic machine. Marking its fortieth year in 2018, this active, young, and angry labor union can provide the labor movement and academics with a case study to reflect on how we can conceptualize social movement unionism; organize around and toward equity, diversity, and justice; and maintain a deep commitment to both feminist and class struggle.

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Paz, D. G. "Anti-Catholicism, Anti-Irish Stereotyping, and Anti-Celtic Racism in Mid-Victorian Working-Class Periodicals." Albion 18, no. 4 (1986): 601–16. http://dx.doi.org/10.2307/4050132.

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The rapid increase in Irish immigration, it is often argued, was the chief cause for the growth of anti-Catholicism in mid-nineteenth century England. Patrick Joyce and Neville Kirk both believe that ethnic tension and violence in southeast Lancashire and northeast Cheshire increased during and after the late 1840s, that that increase “followed the pattern of the arrival and dispersal” of Irish immigrants, and that the controversy over the creation of the Roman Catholic hierarchy in 1850 intensified the conflict.L.P. Curtis, Jr., agrees that the mid-century is important, for it was then, he argues, that the stereotype, based on scientific racism, of the Irish as inferior, was “finally assembled and reproduced for a mass reading public which was by then ready to believe almost anything of a derogatory nature about the Irish people.” The English image of the Irish was bound up with the idea of race or with that amalgam of ostensibly scientific doctrines, subjective data, and ethnocentric prejudices which was steadily gaining respectability among educated men in Western Europe during the first half of the century. In England the idea of race as the determinant of human history and human behavior held an unassailable position in the minds of most Anglo-Saxonists. …Curtis admits that the Victorians used the word “race” very loosely, and that working-class anti-Irish “prejudice” had class and religious, as well as racist, bases. But he fails to explore these non-racist elements; his argument rests on the evidence of Victorian anthropological writings; he clearly believes that racism bears explanatory primacy.

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Johnston, Genevieve, Matthew D. Sanscartier, and Matthew S. Johnston. "Retail therapy: Making meaning out of menial labour." Journal of Sociology 55, no. 3 (March 21, 2019): 446–62. http://dx.doi.org/10.1177/1440783319833188.

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Retail work has a prominent place in the Canadian job market in an era of global capitalism and consumption. Despite spanning an astonishing array of industries, this work is most often low-paying, low-status and un-unionized, leaving workers vulnerable to exploitation and discrimination from their employers. This qualitative content analysis of 1454 anonymous reviews of 25 Canadian retail employers posted on RateMyEmployer.ca explores how intersections of class, race and gender shape how workers make sense of difficult work experiences and their relative social privilege. We draw on Hewitt and Hall’s concept of quasi-theorization to frame how everyday experiences of work justify foregone conclusions that allow reviewers to reassert status. Set against highly gendered, raced and classed expectations of the helpful, deferential, hardworking and cheerful retail worker, these quasi-theories demonstrate that ethnic and racial bias, reactive masculinities and battles between working-class supervisors and middle-class student employees lead to unresolved friction that erupts in anonymous, online spaces.

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