Abstract

Our research focuses on the history of education, particularly a history of the St. Catharines Teachers’ College (SCTC) from its founding in 1965-66 to its integration with Brock University in 1971-72. This paper is an analysis of transition of the SCTC from an “independent” institution to a college within Brock. Teachers’ colleges were created as extensions of state, provincial or national departments of education In Canada (Kitchen & Petrarca, 2013/14; Fraser, 2007; Robinson, 2006). Labree (2008) asserts that relationships between teachers’ colleges and universities was characterized by “persistent ambivalence on both sides. (291).” This ambivalence, from the university perspective was framed as reinforcing institutional autonomy (Senates’ academic decision-making) and questions of the qualifications of teachers’ college instructors to become university faculty. These teachers college instructors were often viewed as “under-qualified for a university position.” We examine the SCTC transition from an “independent” teachers’ college to “facultylike” unit within Brock particularly the difficult discussions and negotations on the status of and prospects for teachers’ college instructors.

Speaker: Michael Owen

Published in: World Congress on Education (2024)

  • Date of Conference: 26-28 August, 2024
  • DOI: 10.20533/WCE.2024.0008
  • Electronic ISBN: 978-1-913572-71-6
  • Conference Location: Churchill College, Cambridge, UK

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