Educational reconstruction through the lens of archaeology |
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| Authors: | Patrice Milewski |
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| Institution: | 1. School of Education , Laurentian University , Sudbury, Ontario, Canada pmilewski@laurentian.ca |
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| Abstract: | This article examines the educational reconstruction that was undertaken by the Department of Education in Ontario during the first years of the twentieth century. It draws on Foucault’s method of archaeology to identify how schooling reforms comprised a discontinuity in pedagogic knowledge. This mutation created the conditions of possibility for the formation of different kinds of subjects and subjectivities. The analysis identifies how Froebelian philosophy and the addition of subjects such as art and nature study to the elementary school curriculum led to new ways of knowing children. It also outlines how these new domains of knowledge were linked to the emergence of a range of new objects, technologies, strategies, and kinds of subjects (people) related to schooling. The conclusion considers the deeper meanings of modernity that were intended by these reforms and the paradoxes that may have resulted. |
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| Keywords: | school reform educational reconstruction historiography new education pedagogy |
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