This article was written in the wake of Lucien Bouchard’s move to the leadership of the Parti Quebecois and his vow to continue the long march toward Quebec independence. It was first published in the New Brunswick Herald Telegraph, January 17, 1996 as it appears below and again in The Gazette, Montreal, Monday, January 22, 1996 under the headline: Partition answer to irreconcilable differences.
Faced with the imminent arrival of Lucien Bouchard and his vow to complete the long march to independence, more and more Quebecers are coming to accept that they live in a deeply divided political society. Two radically different dreams are trapped in the confines of a single territory called Quebec.
The dominant political forces see a future independent, ethnic state, preserving a French-speaking culture which they view as unique and threatened by the English-speaking societies of North America. An indistinct opposition longs to return to a bilingual, liberal state supporting a cosmopolitan society in which the use of language and the free evolution of culture is a personal, family, business or neighborhood affair.
Neither of these political divisions is new, nor have they been played out on the modern historical stage without demonstrating their own particular strengths or inherent weaknesses. But two such adversarial concepts cannot live securely and comfortably under the same roof.
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This article was developed as a proposal for a Ph. D. thesis at the Faculty of Education, McGill University. It was published in Discourse, The St. Lawrence Institute, Winter, 1994.
In 1975 I published an article entitled “Some Reflections on Canadian Education” in the History and Social Science Teacher. I argued then that Canada had never produced an indigenous philosophy of education but had accepted imported ideas, first from Europe and later from the United States.
I pointed out that, by the late nineteenth century, the classical curriculum of the British grammar school, imported in the early years of colonial North America, gave way to the ideas of European social revolutionaries like Rousseau, Pestalozzi, Herbart and Froebels. These philosophers changed our perception of the school’s purpose, slowly eroding the traditional concentration on formal literacy and the acquisition of knowledge, and giving way to an increasing concern with the methods of teaching and the interests of the child.
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By Yarema Kelebay and William Brooks
Originally developed as a presentation to the 1987 Canadian School Trustees Association in Charlottetown, PEI, this paper was later published in The McGill Journal of Education Vol. 26 No. 1 (Winter 1991)
Abstract: When economics was implemented as a compulsory subject in Quebec high schools during the late 1970s, the then reigning demand-side Keynesian assumptions were written into the new curriculum. With the coming of the Austrian School’s supply-side revolution in the early 1980s, the government set economics curriculum was ideologically inhospitable to supply-side insights. This has left the current economics curriculum outdated and an obstacle to quality economics education. Curriculum reform is recommended.
The introduction of economics as a compulsory subject in Canadian high schools has occurred over the past five to ten years and it has happened at a very dynamic and volatile period in the intellectual history of the western world. So before considering what is actually taught in economics classrooms, it might be useful to consider the intellectual trends which have influenced teaching over recent decades?
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