Les commissions scolaires montréalaises et torontoises et les immigrants (1875-1960)

Type of resource
Author/collaborator
Title
Les commissions scolaires montréalaises et torontoises et les immigrants (1875-1960)
Abstract
Since the second half of the nineteenth century, the school has played a crucial role in promoting the assimilation and integration of immigrants into Canadian society. The author points out that few studies have attempted to compare school policies concerning immigrants in the various provinces, assuming uniformity of these policies in English Canada and the distinct character of Quebec in this regard. The purpose of the author's study is to fill a gap by examining the "Canadianization" policies of immigrants in public and separate schools in Toronto and in Catholic and Protestant schools in Montreal between 1875 and 1960. His study reveals that each school network developed its own model of integration that reflected the conditions of its environment and contributed to its way of making the reception of immigrants in Toronto and Montreal a rich, varied and original cultural and social experience. Chapter 4 of the author's book is titled "Les écoles catholiques à Montréal: d'un espace scolaire religieux à linguistique." He points out that up to 1930, language and the Catholic faith were key within the school's of the Commission des écoles catholiques de Montréal in integrating Allophone Catholic immigrants into Quebec society, and after 1930 faith surpassed the French language within the commission's French schools. Chapter 5 of the author's book is titled: "Les écoles protestantes de Montréal: concilier et réconcilier foi, langue et culture." This chapter contains a section titled: "Les écoles privées juives, une réponse à la confessionnalité scolaire (1900-1920)."
Place
Québec
Publisher
Presses de l'Université Laval
Date
2016
# of Pages
xii-288p.
Language
fr
Citation
Croteau, Jean-Philippe. Les commissions scolaires montréalaises et torontoises et les immigrants (1875-1960). Québec: Presses de l’Université Laval, 2016.
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