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Cross-Border Schooling and the Complexity of Local Identities in the Quebec-Vermont Borderland Region: A Historical Analysis
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| Author/collaborator |
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| Title |
Cross-Border Schooling and the Complexity of Local Identities in the Quebec-Vermont Borderland Region: A Historical Analysis
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| Abstract |
The author examines the history of cross-border education in the Eastern Townships of Quebec and Northern Vermont borderland region. He points out that considering that the legal and administrative jurisdiction over schooling rests at the provincial and state levels, the sharing of schools along an international borderline raises challenging questions about the administrative and cultural history of education. The author argues that by crossing educational boundaries, the people of the borderland region challenge us to rethink three strongly held assumptions in public schooling’s history: first, that school advocates in Canada were motivated to establish public schools in order to counter the threat of American republicanism; second, that Quebec education has been rigidly divided between French and English systems; and third, that the Canada-U.S. borderline represents a clear demarcation between social and political views and values.
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| Publication |
Journal of Eastern Townships Studies / Revue d'études des Cantons-de-l'Est
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| Volume |
No. 41
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| Pages |
37-54
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| Date |
Fall 2014
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| Language |
en
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| URL | |
| Citation |
Di Mascio, Anthony. “Cross-Border Schooling and the Complexity of Local Identities in the Quebec-Vermont Borderland Region: A Historical Analysis.” Journal of Eastern Townships Studies / Revue d’études des Cantons-de-l’Est No. 41 (Fall 2014): 37–54. http://www.etrc.ca/journal/jets-archive/.
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