Hypothesis: We expected to see more overt stereotypes in textbooks, and exclusion of multicultural issues on a regional scale (i.e. Native and Black Canadian perspectives). We anticipated a focus on nation-building and national pride due to the fact that it was the interwar period, with a greater emphasis being placed on global and national understanding and cooperation. Structurally, we assumed that Social Studies would become a study on internationalism and citizenship as opposed to nationalism. The subjects taught, we expected, would be farming, some biblical history and regional geography and history of trade and resources in NB (vocational education).
We assume that Dewey, and the Progressive Education Societies’ theories gained speed and recognition in the twenties and took shape in the early or mid-thirties in Canada—with reservations about its effect on NB education, as it is a province with such a small population. Because of the arms race and need for new forms of industry to match new forms of technology, we assume that better-skilled workers were required, which could change the entire physical structure and purpose of education. Additionally, the Stock Market Crash of 1929 lead to the recession lasting until 1932 and beyond in some cases and the effect of this downturn on education could be drastic. Furthermore, in 1938 World War Two was in full tilt, loss of life, industrial focuses and the arms race for WWII, conscription, and loss of money for schools may have had devastating effects on education during that time.
On the first day of research we stumbled upon a tiny yellowed booklet in the Government stacks of the UNB Library. It was full of ‘progressive-like’ teaching rhetoric, and intrinsically-centered lessons. It was the “Tentative Program of Studies for New Brunswick”, printed in 1938. We felt that much of this old booklet spoke to the practices that we are being taught to use as educators in the context of 21st century learning. Some concepts of instructions in Social Studies seemed civics driven and community-centered, and much of the instructional advice seemed “before our time”. Such ideas advocate pushingrote/memory/standardized testing out and focusing on what many progressive educators referred to as ‘true education’ (i.e. experiential learning) which is what we still seem to be exploring today.
This book is really the epicentre of our project. Through our research we wish to discover whether the curriculum ideals were ever truly implemented in N.B or if they fell silent with the onset of WWII, and the false economic security formed once the Nazis were defeated and industries grew. We will analyze the Progressive Educational Movements of the era, the social and economic climate of the province, country, and world to best express the role the Social Studies Education played in society at this time
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