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Citizenship

This page brings together resources on Canadian citizenship and civics. It is meant to provide readers with knowledge of how the Canadian political system came to be and how it works today. This collection is also designed to help those studying for Canada's citizenship test, or for those taking part in Historica Canada’s Citizenship Challenge program.

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Crabbe

William Bell’s first novel, Crabbe (1986), tells the story of a disaffected teenager who escapes to the wilderness, only to learn that running away will not solve his problems. Crabbe has become a popular choice for school curricula across North America. A 2017 study found that it was among the 20 most-cited books in Ontario classrooms. It was one of only three Canadian books on the list, along with Joseph Boyden’s Three Day Road and Yann Martel’s Life of Pi. The literary quarterly Canadian Literature attributed the book’s longevity to its “convincing narrative voice” and “precisely observed sense of detail.”

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Education of Indigenous Peoples in Canada

Before contact with Europeans, Indigenous peoples educated their youth through traditional means — demonstration, group socialization, participation in cultural and spiritual rituals, skill development and oral teachings. The introduction of European classroom-style education as part of a larger goal of assimilation disrupted traditional methods and resulted in cultural trauma and dislocation. Reformers of Indigenous education policies are attempting to reintegrate traditional teachings and provide more cultural and language-based support to enhance and improve the outcomes of Indigenous children in the education system.

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Forbidden City

William Bell’s historical novel Forbidden City (1990) tells the story of Alex, a teenager who accompanies his father on a trip to Beijing, China. Alex’s initial excitement at exploring the history of the city turns to horror when he becomes trapped near the Forbidden City during the Tiananmen Square Massacre. The most popular novel of Bell’s career, Forbidden City was published in 11 countries and eight languages. Reviewers praised its depiction of the on-the-ground reality of the Tiananmen Square Massacre. The novel received Ontario’s Ruth and Sylvia Schwartz Children’s Book Award, the Ontario School Librarians Association Award and the Belgium Award for Excellence.  

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Computers and Canadian Society

Canadians use computers in many aspects of their daily lives. Eighty-four per cent of Canadian families have a computer in the home, and many people rely on these devices for work and education. Nearly everyone under the age of 45 uses a computer every day, including mobile phones that are as capable as a laptop or tablet computer. With the widespread use of networked computers facilitated by the Internet, Canadians can purchase products, do their banking, make reservations, share and consume media, communicate and perform many other tasks online. Advancements in computer technologies such as cloud computing, social media, artificial intelligence and the Internet of Things are having a significant impact on Canadian society. While these and other uses of computers offer many benefits, they also present societal challenges related to Internet connectivity, the digital divide, privacy and crime.

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Residential Schools in Canada

Residential schools were government-sponsored religious schools that were established to assimilate Indigenous children into Euro-Canadian culture. Although the first residential facilities were established in New France, the term usually refers to schools established after 1880. Residential schools were created by Christian churches and the Canadian government as an attempt to both educate and convert Indigenous youth and to assimilate them into Canadian society. However, the schools disrupted lives and communities, causing long-term problems among Indigenous peoples. The last residential school closed in 1996. (Grollier Hall, which closed in 1997, was not a state-run residential school in that year.) Since then, former students have demanded recognition and restitution, resulting in the Indian Residential Schools Settlement Agreement in 2007 and a formal public apology by Prime Minister Stephen Harper in 2008. In total, an estimated 150,000 First Nation, Inuit, and Métis children attended residential schools. (See also Inuit Experiences at Residential School and Métis Experiences at Residential School .)

This is the full-length entry about residential schools in Canada. For a plain language summary, please see Residential Schools in Canada (Plain Language Summary).

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Residential Schools in Canada (Plain-Language Summary)

In the early 1600s, Catholic nuns and priests established the first residential schools in Canada. In 1883, these schools began to receive funding from the federal government. That year, the Government of Canada officially authorized the creation of the residential school system. The main goal of the system was to assimilate Indigenous children into white, Christian society. (See also Inuit Experiences at Residential School and Métis Experiences at Residential School.)

(This article is a plain-language summary of residential schools in Canada. If you are interested in reading about this topic in more depth, please see our full-length entry Residential Schools in Canada.)