GENDER PRIVILEGE AND THE CULTURE OF THE ONTARIO SCHOOL SYSTEM: A MID- TO LATE TWENTIETH-CENTURY CASE STUDY OF A MALE PUBLIC SCHOOL PROFESSIONAL
Abstract
This study uses an adapted public history methodology of a local case study to analyze interviews conducted with a former Ontario teacher and principal. It draws on literature and historical documents regarding teaching between the 1950s–1980s to examine the typical experience of public school professionals in that time and discuss structural trends and beliefs regarding credentialism, local school board organization, and gender in the Ontario education system.
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