The quarter century that followed the end of the Second World War was marked by intense social and economic transformation: the changing face of postwar capitalism, a revolution in communications technology, the rise of youth culture, and the pronounced ascent of individual freedom all contributed to a dramatic push to remake, and thus improve, society. This push was especially felt within education, the primary vehicle for modernizing the postwar world from the ground up. Hall-Dennis and the Road to Utopia explores this moment of renewal through a powerful and influential education reform project: 1968's Living and Learning: The Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario. The Hall-Dennis report, as it became known, urged Ontarians to accept a new vision of education in which students were no longer organized in classes, their progress no longer measured by grades, and their experience no longer characterized by the painful acquisition of subjects, but rather by a joyous and open-ended process of learning. This new, democratic system of education was associated with the highest ideals of postwar progress, liberalism, and humanism, yet its recommendations were paradoxically both profoundly radical and fundamentally conservative. Its avant-garde research strategies and controversial "post-literate" curricular reforms were balanced by a pedagogical approach designed to mould students into obedient citizens and productive economic actors. As Canadians once again find themselves asking fundamental questions about the aims and objectives of education under radically changing circumstances, Josh Cole revisits Hall-Dennis to show how the committee and its report represent a significant moment in Canadian cultural and political history, a prescient document in the history of education, and a revealing expression of the fragmentary circumstances of global modernity in the second half of the twentieth century.

In the eighteenth and nineteenth centuries, Irish writers played a key role in transatlantic cultural conversations – among Canada, Britain, France, America, and Indigenous nations – that shaped Canadian nationalism. Nationalism in Ireland was likewise influenced by the literary works of Irish migrants and visitors to Canada. Canada to Ireland explores the poetry and prose of twelve Irish writers and nationalists in Canada between 1788 and 1900, including Thomas Moore, Adam Kidd, Lord Edward Fitzgerald, Thomas D’Arcy McGee, James McCarroll, Nicholas Flood Davin, and Isabella Valancy Crawford. Many of these writers were involved in Irish political causes, including those of the Patriots, the United Irish, Emancipation, Repeal, and Young Ireland, and their work explores the similar ways in which nationalists in Ireland and Indigenous and settler communities in Canada retained their cultural identities and sought autonomy from Britain. Initially writing for an audience in Ireland, they highlighted features of the landscape and culture that they regarded as distinctively Canadian and that were later invoked as powerful unifying symbols by Canadian nationalists. Michele Holmgren shows how these Irish writers and movements are essential to understanding the tenor of early Canadian literary nationalism and political debates concerning Confederation, imperial unity, and western expansion. Canada to Ireland convincingly demonstrates that Canadian cultural nationalism left its mark on both countries. Contemporary decolonization movements in Canada and current cultural exchanges between Ireland and Indigenous peoples make this a timely and relevant study.

Historic freedom fighter and conductor of the Underground Railroad Harriet Tubman risked her life to ferry enslaved people from America to freedom in Canada. Her legacy instigates and orients this exploration of the history of Black lives and the future of collective struggle in Canada. Harriet’s Legacies recuperates the significance of Tubman’s time in Canada as more than just an interlude in her American narrative: it is a new point from which to think about Black diasporic mobilities, possibilities, and histories. Through essays and creative works this collection articulates new territory for Tubman in relation to the Black Atlantic archive, connecting her legacies of survival, freedom, and cultural expression within a transnational framework. Contributors take up the question of legacy in ways that remap discourses of genealogy and belonging, positioning Tubman as an important part of today’s freedom struggles. Integrating scholarship with creative and curatorial practices, the volume expands conversations about culture and expression in African Canadian life across art, literature, performance, politics, and public pedagogy. Considering questions of culture, community, and futures, Harriet’s Legacies explores what happened in the wake of Tubman’s legacy and situates Canada as a key part of that dialogue.

Bessie Scott, nearing the end of her first year at university in the spring of 1890, recorded in her diary: “Wore my gown for first time! It didn’t seem at all strange to do so.” Often deemed a cumbersome tradition by men, the cap and gown were dearly prized by women as an outward sign of their hard-won admission to the rank of undergraduates. For the first generations of university women, higher education was an exhilarating and transformative experience, but these opportunities would narrow in the decades that followed. In University Women Sara MacDonald explores the processes of integration and separation that marked women’s contested entrance into higher education. Examining the period between 1870 and 1930, this book is the first to provide a comparative study of women at universities across Canada. MacDonald concludes that women’s higher education cannot be seen as a progressive narrative, a triumphant story of trailblazers and firsts, of doors being thrown open and staying open. The early promise of equal education was not fulfilled in the longer term, as a backlash against the growing presence of women on campuses resulted in separate academic programs, closer moral regulation, and barriers that restricted their admission into the burgeoning fields of science, technology, engineering, and mathematics. The modernization of higher education ultimately marginalized women students, researchers, and faculty within the diversified universities of the twentieth century. University Women uncovers the systemic inequalities based on gender, race, and class that have shaped Canadian higher education. It is indispensable reading for those concerned with the underrepresentation of girls and women in STEM and current initiatives to address issues of access and equity within our academic institutions.

When writers place food in front of their characters – who after all do not need sustenance – they are asking readers to be alert to the meaning and implication of food choices. As readers begin to listen closely to these cues, they become attuned to increasingly layered stories about why it matters what foods are selected, prepared, served, or shared, and with whom, where, and when. In Canadian Literary Fare Nathalie Cooke and Shelley Boyd explore food voices in a wide range of Canadian fiction, drama, and poetry, drawing from their formational blog series with Alexia Moyer. Thirteen short vignettes delve into metaphorical taste sensations, telling of how single ingredients such as garlic or ginger, or food items such as butter tarts or bannock, can pack a hefty symbolic punch in literary contexts. A chapter on Canada’s public markets finds literary food voices sounding a largely positive note, just as Canadian journalists trumpet Canada’s bountiful and diverse foodways. But in chapters on literary representations of bison and Kraft Dinner, Cooke and Boyd bear witness to narratives of hunger, food scarcity, and social inequality with poignancy and insistence. Canadian Literary Fare pays heed to food voices in the works of Tomson Highway, Rabindranath Maharaj, Alice Munro, M. NourbeSe Philip, Eden Robinson, Fred Wah, and more, inviting readers to listen for stories of foodways in the literatures of Canada and beyond.

Maria Montessori (1870-1952) was an Italian physician, anthropologist, and educator known around the world for her educational philosophy and pedagogy. Her work established educational environments tailored to the child where autonomy and independence are encouraged within thriving and respectful communities. The Bloomsbury Handbook of Montessori Education is an accessible resource tracing Montessori education from its historical roots to current scholarship and contemporary issues of culture, social justice, and environmentalism. Divided into six sections the handbook encompasses a range of topics related to Maria Montessori and Montessori education including foundations and evolution of the field; key writings; pedagogy across the lifespan; scholarly research; global reach; and contemporary considerations such as gender, inclusive education, race and multilingualism. Written by scholars and practitioners based in over 20 countries, this is the go-to reference work for anyone interested in Montessori education.

Many believed the twentieth century would be the century of the child: an era in which modern societies would value and protect children, sheltering them from violence and poverty. Yet this hopeful vision was marred by the harsh realities of migration, displacement, and armed conflict. Small Stories of War grapples with the meanings and memories of childhood and wartime by asking new questions about lived experience. Spanning the First World War to the early twenty-first century and featuring chapters about Canada, Australia, Germany, the former Yugoslavia, Rwanda, and northern Uganda, this volume asks how young people encountered and responded to armed conflict. How did children, youth, and their families make sense of war in the violent twentieth century? How have they shared their stories and experiences of violence and trauma? Analyzing a broad range of sources including family letters, oral history, and children’s artwork, contributors offer important insights into the production of historical knowledge with and about young people. Engaging with cutting-edge debates about emotions, temporality, space, and young people as political actors, Small Stories of War offers compelling new research and an interpretive toolkit that will benefit scholars from across the social sciences and humanities.