Free Books for All


Book Description

Free Books for All provides a detailed and reflective account of the people. groups, communities, and ideas that shaped library development in the decades between 1850 and 1930, from Egerton Ryerson to George Locke, from Mechanics Institutes to renovated Carnegie libraries. A chronological narrative, lively writings by the people involved, tables, maps, graphs, and period photographs combine to tell the stories of the librarians, trustees, educators, politicians, and library users who contributed to Ontario's early public library system. The book brings to life a fascinating period of library history. The movement to use the power of local governments to furnish rate-supported library service for citizens was a successful Victorian and Edwardian thrust. Today, more than 500 public libraries span the province, serving as intermediary points between authors and readers and providing a wide scope of information and programming services for educational and recreational purposes. The libraries themselves are, in part, a tribute to the men and women who worked tirelessly to promote library service before 1930. This new study will deepen our understanding of the people and processes that established the foundation for modern public library service in Ontario and Canada.







Educating the Body


Book Description

Educating the Body presents a history of physical education in Canada, shedding light on its major advocates, innovators, and institutions. The book traces the major developments in physical education from the early nineteenth century to the present day – both within and beyond schools – and concludes with a vision for the future. It examines the realities of Canada’s classed, gendered, and racialized society and reveals the rich history of Indigenous teachings and practices that were marginalized and erased by the residential school system. Today, with the worrying decline in physical activity levels across the population, Educating the Body is indispensable to understanding our policy options moving ahead.







Possibilities and Complexities of Decolonising Higher Education


Book Description

The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that praxis in their contexts includes working at institutional level to undo the historical power of ‘coloniality’ in universities in the metropoles, introducing Indigenous knowledges into curricula and undoing the effects of ‘coloniality’ in embodiment, temporality and whiteness. We, as editors, argue for the need for transformation of the self as well as structures, and highlight qualities such as reflexivity on our own entanglements with coloniality, and why they occur, in this undoing. The approach offered in this book emphasises the connection between significant personal change as a pre-condition and an epistemological process to connect critical decolonial theory and our teaching practice. The book was originally published as a special issue of the journal Teaching in Higher Education.




Research in Education


Book Description