Suchergebnisse

Propelled by buoyant economic conditions, favoured by free-spending politicians, and buttressed by widespread public support, higher education during the 1960s became one of Onatrio's major growth industries. But less than a decade later, in a dramatic reversal of spending priorities, funing policies threatened to squeeze the very life out of the provincial university system. In this wide-ranging study, Axelrod explores the impact of economic changes on Ontario universities since World War Two. He addresses the questions of how universities were percieved by the public, why they were supported during the period of expansion, how they set out to fulfil their prescribed functions, and how they were affected by the diminshed opportunities and cooler economic climate of the 1970s. This volume touches on such diverse issues as business-university relations, student financial assistance, manpower planning, and faculty unionization. It examines the internal dynamics of university life against the background of the social and economic conditions which directly affected Ontario universities but over which they had virtually no control. How could they plan for an economy that valued having no plan?The author concludes that not only did the universities prove to be imperfect instruments of economic development, but the efforts expended in the task compromised their vital role as islands of culture and critical thought in a materialistic society

Academic freedom has a long, complex history in Canada and elsewhere. For reasons that are at times justifiable and at times indefensible, academic freedom has been constrained in a variety of ways, and not only by institutional or political authorities. Using illustrations drawn from Canada and beyond, this article tracks the history and progress of academic freedom and takes stock of its status in the first part of the 21st century. It explores the origins of academic freedom, the evolving ways in which it has been qualified and even impeded, the particularity of Canadian approaches to its values and practices, and the ongoing challenges universities may face sustaining academic freedom in unsettled and unpredictable times. ; La liberté académique a une histoire longue et complexe au Canada et ailleurs. Pour des raisons parfois justifiables et parfois indéfendables, la liberté académique a été limitée de diverses manières, et pas seulement par les autorités institutionnelles ou politiques. À l'aide d'illustrations tirées du Canada et d'ailleurs, cet article retrace l'histoire et les progrès de la liberté académique et fait le point sur son statut dans la première partie du 21e siècle. Il explore les origines de la liberté académique, les manières changeantes dont elle a été qualifiée et même entravée, la particularité des approches canadiennes quant à ses valeurs et pratiques, et les défis auxquels les universités peuvent être confrontées pour maintenir laliberté académique en des temps instables.

Academic freedom has a long, complex history in Canada and elsewhere. For reasons that are at times justifiable and at times indefensible, academic freedom has been constrained in a variety of ways, and not only by institutional or political authorities. Using illustrations drawn from Canada and beyond, this article tracks the history and progress of academic freedom and takes stock of its status in the first part of the 21st century. It explores the origins of academic freedom, the evolving ways in which it has been qualified and even impeded, the particularity of Canadian approaches to its values and practices, and the ongoing challenges universities may face sustaining academic freedom in unsettled and unpredictable times. ; La liberté académique a une histoire longue et complexe au Canada et ailleurs. Pour des raisons parfois justifiables et parfois indéfendables, la liberté académique a été limitée de diverses manières, et pas seulement par les autorités institutionnelles ou politiques. À l'aide d'illustrations tirées du Canada et d'ailleurs, cet article retrace l'histoire et les progrès de la liberté académique et fait le point sur son statut dans la première partie du 21e siècle. Il explore les origines de la liberté académique, les manières changeantes dont elle a été qualifiée et même entravée, la particularité des approches canadiennes quant à ses valeurs et pratiques, et les défis auxquels les universités peuvent être confrontées pour maintenir laliberté académique en des temps instables.

The New Conquest districts of Goa were seized by the Portuguese between 1763 and 1819, about 250 years after the Portuguese first colonised Goa. The villages of the New Conquests were contested terrains between quite a number of polities during that 250-year period, including the Bijapur Adilshahi rulers, the Mughals, the Marathas, the Kolhapur kings, the Sawants of Wadi, the Sonda kings and the Portuguese. The records for these villages have heretofore never been studied in any depth. My analysis of these records reveals the myriad ways in which the villages are both penetrated by state rule and retain their own structures. I conclude that the villages were able to persist over time within the context of the regional culture in varying degrees and under peculiar circumstances, but were not immune to the state penetration that transformed them to a degree. There is no one principle that can properly account for all cases, and no single formula for understanding village-state relations in late eighteenth and early nineteenth-century India. The records show the multiple discourses of state rule, local agriculture and social practices, and the complexity of village-state relations.

This paper revisits the subject of progressive education in Canada in the 1950s. Drawing from original research on the history of schooling in Toronto, it contends that historians and educational commentators have simplified the educational debates and struggles of that era. Rather than a case of either progressive or traditional education, school policy was an amalgam in which educators were using available and emerging tools to address the perceived instructional needs of a ballooning population. They employed what they thought worked. But they did so within the political culture and dominant values of the province and the times. The analysis has implications for historiographical approaches to progressive education and school reform.

This article explores the relationship between the history of the student experience and contemporary student life. It identifies enduring patterns in three areas: the social origins of students, student culture and activism, and the perceived academic quality of students. Reflecting their predominantly middle class backgrounds, university students have craved social status and feared the prospect of downward mobility, particularly in hard economic times. They have forged a student culture which serves to relieve academic tensions and strengthen their claim to social distinctiveness. Sexist outbursts by male students, past and present, speak to fundamental feelings of insecurity in the face of feminist movements. Political activism among a sizable minority of students, which predated the 1960s, now shows signs of re-emergence at a time when students sense that their long term goals may be frustrated. Finally, the professorial contention that students are academically less competent than ever has been heard before. A historical perspective, brought to this and other issues, should deepen understanding of the nature of student life. ; Cet article étudie le rapport qui existe entre l'histoire vécue de l'étudiant et la nature de sa vie étudiante. L'auteur constate qu'il existe des comportements persistants dépendant de trois facteurs : l'origine sociale de l'étudiant, sa culture et son dynamisme, et enfin la façon dont il perçoit sa valeur en tant qu'étudiant. Les étudiants universitaires, en grande majorité originaires de classes moyennes, sont à la recherche d'un statut social prestigieux et craignent de tomber dans une classe inférieure à celle dont ils sont issus, surtout à une époque difficile du point de vue économique. Ils se forgent des valeurs dont le but est de les soulager des tensions liées aux études et de renforcer leurs prétentions de distinction sociale. Les éclats sexistes passés ou présents expriment le profond sentiment d'insécurité que certains étudiants éprouvent vis-à-vis des mouvements féministes. L'activisme politique, anciennement associé aux années soixante, semble renaître dans une minorité non négligeable d'étudiants du fait que ceux-ci sentent bien qu'ils risquent de ne pas parvenir à leurs fins à long terme. De plus, c'est un lieu commun, dans le corps professoral, d'affirmer que les étudiants sont de plus en plus médiocres. Si l'on étudie la question d'un point de vue historique, tant dans ce numéro que dans ceux qui vont suivre, on devrait être en mesure de mieux comprendre de quoi est faite la vie quotidienne des étudiants.

As the capital of theEstado da India, the Portuguese colonial empire in Asia and East Africa, Goa was subjected to a blizzard of policies designed at once to transform and fossilize life there. Desiring to preserve much of the precolonial village economic structure, yet determined to force their Goan subjects to total conversion to Catholicism, the Portuguese created policies that had a dramatic impact on Goan culture and identity. The focus of this article will be on the Hindu resistance to the policies that were appiled by the colonial regime and its role in the shaping of the regional culture: in the face of over-whelming physical force, direct defiance revealed itself primarily in the religious life of Hindu Goa as archival records of the Portuguese rule and temple histories demonstrate. Even formsof religious syncretism that are pervasive in Catholic Goa and might initially be perceived as indications of the success of Portuguese repressive and discriminatory policies represent a subtle pattern of 'everday resistnce' and are not simply the blending of Portuguese Catholic and Hindu cultures.