Schoolteachers, Technologies of the Self, and the Genealogy of the Late Modern Subject: The Bulletin of the Queen's Summer School Association, 1915–1932.
From the 1920s through the 1960s, thousands of Canadian schoolteachers spent much of their summer holiday period attending courses organized by universities or provincial departments of education. In the 1920s, Queen's University attracted students from every Canadian province to attend summer schoo...
| Publicado en: | Journal of Canadian Studies Vol. 59; no. 1; pp. 51 - 80 |
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| Autores principales: | , |
| Formato: | Artículo |
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University of Toronto Press
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=184798071&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 184798071 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219495 JCS jtl: Journal of Canadian Studies issn: 00219495 maglogo: N pubinfo: dt: Mar2025 vid: 59 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 184798071 10.3138/jcs-2023-0057 ppf: 51 ppct: 29 formats: fmt: – @attributes: type: T – @attributes: type: P size: 400KB tig: atl: Schoolteachers, Technologies of the Self, and the Genealogy of the Late Modern Subject: The Bulletin of the Queen's Summer School Association, 1915–1932. aug: au: McLean, Scott Knox, Erin affil: Department of Sociology, University of Calgary, Calgary, Alberta, Canada su: Teachers Summer vacations (Schools) Queen's University (Kingston, Ont.) Teacher education Canada sug: subj: Canada Teachers Summer vacations (Schools) Queen's University (Kingston, Ont.) Teacher education keyword: èducation des enseignants Foucault histoire sociale social history teacher education technologies du soi technologies of the self èducation des enseignants histoire sociale technologies du soi ab: From the 1920s through the 1960s, thousands of Canadian schoolteachers spent much of their summer holiday period attending courses organized by universities or provincial departments of education. In the 1920s, Queen's University attracted students from every Canadian province to attend summer school in Kingston, Ontario. Through a content analysis of one hundred messages written by schoolteachers from across Canada, this article analyzes a technology of the self deployed in an effort to encourage other schoolteachers to enrol at Queen's University. The authors of these messages divided schoolteachers into two camps: those who were progressive, industrious, and ambitious and others. They positioned themselves and their readers as subjects with the responsibility of choosing the camp to which they belonged. This article decentres the study of power in the history of teacher education by analyzing how schoolteachers themselves governed schoolteachers. It demonstrates that technologies of the self are linked to the material interests of those who deploy them. The article furthers the genealogical study of late modern subjectivities by demonstrating that technologies of the self, which position human subjects as reflexive and autonomous beings responsible for shaping their own lives through conscious choices, were highly developed in the early twentieth century in Canada. Des années 1920 jusqu'aux années 1960, des milliers d'enseignants canadiens ont consacré la majorité de leur période de vacances estivales à suivre des cours organisés par les universités ou les ministères de l'Éducation provinciaux. Dans les années 1920, l'Université Queen's attirait des étudiants de chacune des provinces canadiennes pour assister à ses cours d'été à Kingston, en Ontario. Par une analyse du contenu de cent messages rédigés par des enseignants de partout au Canada, le présent article analyse une technologie du soi afin d'inciter d'autres enseignants à s'inscrire à l'Université Queen's. Les auteurs de ces messages ont divisé les enseignants en deux camps : ceux qui étaient progressifs, assidus et ambitieux, et les autres. Ils se sont positionnés et ont positionné leurs lecteurs comme des sujets responsables de choisir le camp auquel ils appartenaient. Le présent article décentre l'étude du pouvoir dans l'histoire de l'éducation des enseignants par l'analyse de la manière dont les enseignants eux-mêmes gouvernaient les enseignants. Il démontre que les technologies du soi sont liées aux intérêts matériels des personnes qui les déploient. L'article fait progresser l'étude généalogique des subjectivités modernes tardives en démontrant que les technologies du soi, qui positionnent les sujets humains comme des êtres réflexifs et autonomes, responsables de façonner leur propre vie par des choix conscients, étaient très développées au Canada au début du vingtième siècle. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Canadian Studies is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Canadian Studies holder: University of Toronto Press dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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