The Political Economy Of Canadian Schooling

Among countries in the industrialized world, Canada is the only one without a national department of education, national standards for education, and national regulations for elementary or secondary schooling. For many observers, the system seems impractical and almost incoherent. But despite a total lack of federal oversight, the educational policies of all ten provinces are very similar today. Without intervention from Ottawa, the provinces have fashioned what amounts to a de facto pan-Canadian system. Learning to School explains how and why the provinces have achieved this unexpected result. Beginning with the earliest provincial education policies and taking readers right up to contemporary policy debates, the book chronicles how, through learning and cooperation, the provinces gradually established a country-wide system of public schooling. A rich and ambitious work of scholarship, it will appeal to readers seeking fresh insights on Canadian federalism, education policy, and policy diffusion.

The authors stress the significance of political institutions at the national, international, and subnational levels that substantially affect the production and distribution of wealth."--BOOK JACKET.

This book offers a comprehensive and accessible treatment of recent academic and policy studies of basic education in South Asia.

In Canadian Political Economy, experts from a number of disciplinary backgrounds come together to explore Canada’s empirical political economy and the field's contributions to theory and debate. Considering both historical and contemporary approaches to CPE, the contributors pay particular attention to key actors and institutions, as well as developments in Canadian political-economic policies and practices, explored through themes of changes, crises, and conflicts in CPE. Offering up-to-date interpretations, analyses, and descriptions, Canadian Political Economy is accessibly written and suitable for students and scholars. In 17 chapters, the book’s topics include theory, history, inequality, work, free trade and fair trade, co-operatives, banking and finance, the environment, indigeneity, and the gendered politics of political economy. Linking longstanding debates with current developments, this volume represents both a state-of-the-discipline and a state-of-the-art contribution to scholarship.

A study of educational policies and public philosophy in Canada. Manzer (political science, U. of Toronto) first describes the substantive issues of educational politics, forms of educational governance, and content of educational policies as they have developed over time. He then interprets the political ideas that underlie educational institutions and policies and give them meaning. His analysis begins with the foundation of state education in the mid-19th century and concludes with the prospective reforms of the 1990s. Annotation copyright by Book News, Inc., Portland, OR

Education has become a battlefield, the classroom the arena where the contest is fought. The 1997 Ontario teachers' strike, the federal government's Millennium Scholarship, and a wave of protests across the country are among the signals that the war is heating up. Alberta stands as a Canadian model of radical education reform, propelled by economic necessity. But is all reform necessarily right or good?-and who decides? A range of commentators-teachers, scholars, parents, and others-discuss the conflict in Alberta's schools.

Changing Canada examines political transformations, welfare state restructuring, international boundaries and contexts, the new urban experience, and creative resistance. The authors question dominant ways of thinking and promote alternative ways of understanding and explaining Canadian society and politics that encourage progressive social change. They examine how the evolution of capitalism is producing new types of transformations and new forms of resistance, and show that aspects of the state and the wider society are being contested. They also discuss the often paradoxical or contradictory effects of various social forces, such as the liberating but also constraining features of new communications technologies, new employment norms, and new household forms. Contributors include Laurie E. Adkin (University of Alberta), Caroline Andrew (University of Ottawa), Pat Armstrong (York University), William Carroll (University of Victoria), Elaine Coburn (Stanford University), William D. Coleman (McMaster University), Mary Cornish (senior partner with Cavalluzzo, Hayes, Shilton, McIntyre & Cornish), Judy Fudge (York University), Christina Gabriel (Carleton University), Sam Gindin (York University), Joyce Green (University of Regina), Eric Helleiner (Trent University), Robert G. Hollands (University of Newcastle), Jane Jenson (Université de Montréal), Roger Keil (York University), Stefan Kipfer (York University), Fuyuki Kurasawa (York University), Laura Macdonald (Carleton University), Rianne Mahon (Carleton University), Wendy McKeen (Dalhousie University), Elizabeth Millar (consultant, Nelligan, O'Brien and Payne Law Firm and Labour Consulting Group), Vincent Mosco (Carleton University), Susan Phillips (Carleton University), Ann Porter (York University), Tony Porter (McMaster University), Daniel Salee (Concordia University), Vic Satzewich (McMaster University), Jim Stanford (Canadian Auto Workers' Union, Toronto), Mel Watkins (emeritus, University of Toronto), and Lloyd L. Wong (University of Calgary).