The Irish Readers Revisited: The Power of the Text(book)
Mots-clés :
Irish, Critical pedagogy, Gender representation, Knowledge productionRésumé
The Irish Readers, premiers manuels dont l’utilisation a été autorisée dans le Haut-Canada (1846), permettent de mieux comprendre les mécanismes socio-historiques de la production des connaissances. Une étude de la pédagogie, de la forme et du contenu de chapitres de ces manuels dévoile une matrice idéologique reflétant une société stéréotypée du point de vue race, classe et sexe. Une théorie sociale fondée de façon aussi précise sur les classes structure les manuels en privilégiant certains savoirs. Une sémiotique critique des manuels ferait contrepoids aux idées préconçues à propos de la connaissance et des moyens de diffusion de celle-ci.
Références
Akenson, Donald H. (1970). The Irish education experiment. Toronto: University of Toronto Press.
Anyon, J. (1979). Ideology and United States history textbooks. Harvard Educational Review, 3, 361–386.
Apple, Michael W. (1985). The culture and commerce of the textbook. Journal of Curriculum Studies, 17, 147–162.
Apple, Michael W. (1986). Teachers and texts: A political economy of class and gender relations in education. London: Routledge & Kegan Paul.
Fifth book of lessons. (1847). Dublin: Thom & Sons.
Foucault, Michel. (1980). The history of sexuality. New York: Vintage Books.
Fourth book of lessons. (1847). Dublin: Thom & Sons.
Gibson, Rex. (1986). Critical theory and education. London: Hodder and Stoughton.
Goldstrom, J. M. (1972). The social context of education 1808–1870. Shannon: Irish University Press.
Graff, Harvey. (1977). The literacy myth: Literacy and social structure in the nineteenth-century city. New York: Academic Press.
Gramsci, A. (1971). Selections from the prison notebooks of Antonio Gramsci. Q. Hoare & N. Smith (Eds.). London: NLB.
Kelly, R. Gordon. (1970). Mother was a lady: Strategy and order in selected American children’s periodicals, 1865–1890. Unpublished doctoral dissertation, University of Iowa.
Parvin, Viola. (1965). Authorization of the textbooks for the schools of Ontario. Toronto: University of Toronto Press.
Prentice, Alison. (1977). The school promoters. Toronto: McClelland and Stewart.
Ryerson, E. (1847). Report on a system of public elementary instruction. Montreal: Lovell and Gibson.
Second book of lessons. (1858). Dublin: Thom & Sons.
Sequel to the second book of lessons. (1866). Montreal: Robert Miller.
Stamp, R. M. (1973). Canadian education and the national identity. In A. Chaiton & N. McDonald (Eds.), Canadian schools and Canadian identity (pp. 29–37). Toronto: Gage Educational Publishing.
Supplement to the fourth book of lessons. (1865). Edinburgh: William Nimmo.
Taxel, J. (1983). The American revolution in children’s fiction: An analysis of literary content, form and ideology. In M. Apple & L. Weis (Eds.), Ideology and practice in schooling (pp. 61–88). Philadelphia: Temple University Press.
Taxel, J. (1986). The black experience in children’s fiction: Controversies surrounding award winning books. Curriculum Inquiry, 16, 245–281.
Third book of lessons. (1864). Toronto: James Campbell.
Tomkins, George S. (1986). A common countenance: Stability and change in the Canadian curriculum. Toronto: Prentice-Hall.
Wexler, P. (1982). Structure, text, and subject: A sociology of school knowledge. In M. Apple (Ed.), Culture and economic reproduction in education (pp. 275–303). London: Routledge & Kegan Paul.
White, E. T. (1922). Public school textbooks in Ontario. London: Chas. Chapman.
Whitty, Geoff. (1985). Sociology and school knowledge. London: Methuen.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
