This article calls for the critical study of photography in the history of Canadian education,including images that might not at first appear to be politically consequential. It considersthe work of independent, itinerant photographer Frank Adams and argues that in the absenceof other documents produced by local communities, school portrait photographs in earlytwentieth-century rural Nova Scotia may offer an alternative rural perspective on narratives ofProgressive education reform. At a moment when many voices sought to sway public opinionabout what rural education should be, Adams’s school photographs articulated a range ofmeanings assigned to and produced by rural communities that are visibly at odds with the imageryand ideology of Progressive education reform in the period. Produced in the years beforeschool portrait photography became part of the official imagery of educational bureaucracies,Adams’s photographs celebrate a unique sense of place and are evidence of a transitional momentwhen alternative ways of imagining rural education were possible.RésuméCet article propose une étude critique de la photographie dans l’histoire de l’éducation auCanada considérant même des images n’ayant aucune incidence politique à prime abord.L’auteur analyse le travail du photographe indépendant et itinérant Frank Adams en soutenantque faute de documents écrits dans les communautés locales quant à la réforme progressiste del’éducation, les portraitistes scolaires dans le monde rural de la Nouvelle-Écosse au début duvingtième siècle peuvent offrir une solution alternative à l’absence de tels discours. Alors queplusieurs voix essayaient d’influencer l’opinion publique sur ce que devrait être l’éducation enmilieu rural, les photographies prises par Adams illustraient un éventail de principes éducatifsvéhiculés et mis en pratique par les communautés rurales à l’encontre des vues et de l’idéologiede la réforme progressiste de cette période. Produites avant que la photographie scolairesoit intégrée aux images officielles des instances éducationnelles, les photos prises par Adamscommémorent l’importance des identités locales et illustrent une époque transitoire où il étaitencore possible d’imaginer autrement l’éducation en milieu rural.
rich, complex story is offered in an accessible and clearly organized narrative.Another contribution of the book lies in the explicit theoretical framing of the study. Scholarly academic audiences will appreciate the multiple theoretical lenses employed to make sense of the historical decision-making and the system level development of PSE in British Colombia. Within the three lenses, Cowin canvasses and critiques an array of theories that can be utilized to understand public policy. This expands the subsequent analysis and Cowin must be applauded for this important conceptual contribution to the PSE policy literature. While some readers may grapple with the range and complexity of the theoretical approaches reviewed, other readers may wish for a deeper analytical consideration of the data against fewer theories. Nevertheless, the author impressively balances breadth and depth across substantive content and theoretical analyses. Cowin provides a critical and informative study of public policy and structural development in British Columbia's postsecondary education system. Overall this book has much to offer a range of readers, including academics across disciplines (such as history, higher education, and public administration), policy makers, and graduate students. It is a welcome addition to the postsecondary history and policy literature.
- positioned an ostensibly sighted newspaper reader in relation to the "rather unique" experiences of Hurley, Streatch, and Shaw, provok of the reader's own eyesight. Barrington Passage … is well marked by buoys; and the value of the [ship's] ...
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