Relationship Building with Aboriginal Elders in the Publicly Funded Secondary School Classroom: A Study of Ethical Space from an Aboriginal Persepective

This is a current story of ethical space in education that is often neglected in the design of educational experiences for Aboriginal students. This story is told through an Aboriginal lens rooted in the structured Two Row Wampum Belt relational agreement between Aboriginal peoples and Settlers. Through ethnographic narrative based on an extensive literature review, individual in-depth interviews, and a personal journal, this study documents the processes of acceptance, silence, complications, and then rejection to position Aboriginal Elders as inclusive bodies of knowledge in publicly funded secondary school classrooms. Aboriginal Elders are valued as Knowledge Holders, as Aboriginal teachers, guides, and mentors. Yet, the complexities of colonial rights, politics, and policies continue to intrude deeply into the lives of Aboriginal peoples to cause silence, confusion, and struggle rather than an evolution of new knowledge amongst two co-existing solitudes under the original terms of the Two Row Wampum Belt. The study was delayed and then came to an end when the school boards and local schools scrutinized its operating policies and unresolved funding issues. This study demonstrated that despite the Two Row Wampum Belt agreement that promised a co- existent relationship between Aboriginal peoples and Settlers, the strategy of inviting Aboriginal Elders to work alongside teachers in the classroom was viewed as being in conflict with the Settler’s institutional/educational objectivities, and, as such, was denied to Aboriginal students.

Niagara Falls Seminary [school for young Ladies] advertisement, ca. 1840

One broadside advertising the Niagara Falls Seminary [school for young Ladies], run by Mrs. Shotter of Drummondville, ca. 1840. The advertisement contains information about fees and courses, including a complete English education, music, French, drawing and flower painting, and dancing. The bottom of the page contains a list of references for Mrs. Shotter, including Ex-Consul Buchanan, Colonel Delatre, Rev. W. Leeming, Rector of Chippawa (all of Drummondville); Dr. Mewburn (Stamford); Rev. T.B. Fuller, Rector of Thorold; John Stayner, Esq., P.M. Queenston; William Gamble, Esq., Milton, near Toronto; and Hon. John Hamilton, Kingston.

Helping Youth Venture Into Volunteerism: A Resource for Ontario Secondary School Educators

This study sought to create a curriculum resource for Ontario secondary school educators that addresses the inadequate preparation of students prior to their involvement in community service. Specifically, Helping Youth Venture Into Volunteerism: A Resource for Ontario Secondary School Educators was designed to help grade 10 Civics and Citizenship teachers prepare students for the 40 hours of community service that are a prerequisite for the Ontario Secondary School Diploma. The resource discusses problems with the current unstructured program, outlines researchers’ recommendations to address such problems, and provides comprehensive unit and lesson plans to help educators meet curriculum expectations for grade 10 Civics and Citizenship. In addition, the study examined the rationale and development of the community service program and reviewed related literature corresponding both to Ontario’s community service program as well as service-learning programs in schools. Study results and the accompanying resource will help improve the community service program’s effectiveness by integrating it into school practices and curriculum and making it more relevant, structured, and meaningful to students. By improving the community service program, students will be more engaged in community service and more likely will become lifelong volunteers and active members of their community.

Community, School and Sport: Experiences of Male Youth from Rexdale

This research study used an interview-based methodology to examine the schooling and sport experiences of racialized male youth from Toronto’s Rexdale community. Situated in the city’s northwest end, this marginal space is home to a highly racialized, economically disadvantaged and inordinately criminalized populace. Although the media continues to essentialize members of the community by propagating a prejudiced, homogenous, predictable, and largely taken-for-granted discourse that constructs the community as ‘other’, Rexdale exhibits vast diversity and offers its male youth a variety of opportunities and experiences. In discussions with participants it was revealed that the intersections of race, class and gender have substantial impacts on the ways in which Rexdale’s male youth experience their community, schools and sport. More specifically, Rexdale’s Black male youth regularly exhibit great resistance against oppression within their community and schools. As a result of these experiences their participation in sport can carry heightened significance.

Catherine Everingham land grant, 1802 [photocopy]

Catherine (Lemon) Everingham was the widow of James Everingham, a private with the first Battalion of Colo Delancys Regt. of the Jersey Volunteers. He died in the American Revolutionary War in 1796, leaving his wife and two children settled on two hundred acres of land in the Township of Willoughby. No certificate had been awarded to James Everingham for this land. Catherine subsequently petitioned the government to grant her the land that she had settled on with her family.

School of the Battery Commander, November 1917

A book from the School of Battery Commander which is an instruction manual for field artillery. The chapters are titled: Chapter 1 - Definitions, Chapter 2 - The Trajectory, Chapter 3 - Dispersion, Chapter 4 - Use of the "Plan Directeur" or the Map for the Preparation of Fire,

100th Birthday Certificate, 2011

A certificate of congratulations of the occasion of Dorothy Rungeling's 100th birthday, 12 May 2011. There is a certificate of best wishes signed by Prime Minister Stephen Harper and a certificate from the House of Commons Canada signed by Dean Allison, Mp Niagara West-Glanbrook.

"They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom

This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.

Cuban Tourist Commission Air Certificate, 1955

A certificate from the Cuban Tourist Commission "in recognition of his success in crossing the Channel to Cuba from the United States in the Sixth Annual All Women International Air Race". The certificate was awarded to Dorothy Rungeling on July 11, 1955.

The Confederate Air Corps Certificate, 1958

A certificate from The Confederate Air Corps that reads, "To all who shall see these presents, greeting: Know yes, that in recognition of his having manifested an unusually high regard for black-eyed peas, turnip greens, hog jowl, sow belly, pot likkers, grits, chittlins, and good old corn squeezins, Dorothy Rungeling is, as of this date, hereby appointed to the rank of Colonel in the Confederate Air Corps. This officer will, by virtue of this appointment, therefore, be obliged to carefully and diligently discharge the duties of the office to which appointed by doing and performing all manner of things thereunto belonging. As evidence of his good faith in accepting this commission, the officer named herein will continue to praise the glories of the Deep South, consume a true gentleman's share of the fares mentioned above, pay respectful homage to our lovely Southern Belles, save his Confederate money, harass the carpetbaggers, and always remember that damnyankee is one word. As Secretary of this Corps, I strictly charge and require all officers of the air militia of the South to render such obedience and courtesies as are due an Officer of this distinguished rank and honored position. Done at the City of Montgomery, Alabama, the Cradle of the Confederacy, this Seventh day of July in the year One Thousand Nine Hundred and Fifty Eight." It is stamped with the name Thadeus P. Throckmorton - Secretary, Confederate Air Corps.

Exploring the Design Process and Components of an Elementary Literacy Guide in an Ontario School Board Initiative

The skill to identify and use best practices in literacy to promote achievement for students of all abilities cannot be underestimated by elementary educators. This qualitative case study investigates 1 year of a literacy initiative for primary and junior educators organized by a southern Ontario school board. The goals of the initiative were to design a literacy guide for teachers while building teacher capacity with literacy practices. Data were culled and analyzed from an examination of the guide, the meetings’ field notes and artifacts, as well as interviews with the educators at the end of the year. Several themes from the results emerged. The educators perceived the design process as unclear but the collaborative components were deemed valuable. The guide’s incompletion led to mixed reactions from the educators about the guide and its structure. Overall, the first year of the 3-year initiative acted as a catalyst for professional learning on literacy. The findings of this study accentuated the value of training educators to use empirical research to support their practices and professional knowledge. Also, the significance of promoting strong leadership with a comprehensive layout consisting of coherent tangible goals for professional development is highlighted.

Marriage Certificate - Joseph Clement and Margaret Duffet

A marriage certificate stating that Joseph Clement and Margaret Duffet were lawfully married according to the Church of England in Montreal, May 9, 1784. The name on the paper appears to be "Margaret Dusalle" and the date appears as "May 7th".

Marriage Certificate - Hamilton K. Woodruff and Julia C. Cleveland

The marriage certificate of Mr. Hamilton K. Woodruff of St. Catharines and Miss Julia C. Cleveland of Erie, Pennsylvania. This is certificate no. 5221 signed by James C. Wilson. This is accompanied by 2 envelopes; one envelope is from Henry L. Rea, clerk of courts, Erie Pennsylvania to Mr. H. K. Woodruff, the other envelope just says "marriage certificate Mrs. H. K. Woodruff", Nov. 21, 1894.

Marriage Certificate - Percy Carruthers Band and Margaret Julia Woodruff

A marriage certificate of Percy Carruthers Band of the city of New York, U.S.A. and Margaret Julia Woodruff of St. Catharines, Ontario, November 25, 1919. The witnesses are C.S. Band and M.S. Walker. The marriage is registered in St. George's Church.

Marriage Certificate Card - Percy Carruthers Band and Margaret Julia Woodruff

A marriage certificate card stating that Percy Carruthers Band and Margaret Julia Woodruff were married in St. Catharines with envelope which has the return address: James Carruthers and Company, Ltd., Grain Exporters, Produce Exchange Building, New York, November 25, 1919.