EDAQ-A4333E-W-2-2024AQ1-WEB Guidance and Careers Part 1 (M1)

This is the completed discussions for Module 1

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Task 3:

 As per module:

"Now it's time to introduce yourself to your classmates and your course instructor. As we learn about 'Guidance and Career Education', we also can learn from one another so this is your opportunity to share your experience, why you are taking the course and what you hope to learn from the course. Post your introduction on the Discussion Board by clicking on the Discussion Board link in your left-hand menu and then clicking on the Module 1 Introduction link. You can type right in the box on the screen or copy and paste your response into the box. 

If you feel comfortable, please include any or all of the following:

A bit about you - family, pets, hobbies, interests

The school, board, level (P, J, I, S, Adult &/or Alternative) and if applicable disciplines (this helps the instructor understand your point of reference), and years teaching

Your Personality Type from Task #2

Why you are taking this course/What you hope to get out of this course

Any other information you wish to include.

* Please note that when entering your content on the Discussion Board, you should save a copy of it as there are times when your screen could sit idle too long and your session will timeout and you would then lose everything you typed."

As per discussion,

"Greetings, 

My name is Carmelo Bono, I am an English/HPE/Socials Teacher with a great deal of exprience overseas in Canadian Offshore Schools. I have been teaching for nearly 10 years and look forward new learning/work experiences. I have taught careers more than a few times to know I should probably get a qualification for it so that the experience is a little more well documented. My wife is currently our guidance counsellor at our school, however the role is a little different than what we have in Canada as this role goes through the local-based team's graduation department first and foremost.

In my experience I have coordinated a many opportunities for students to learn about academic opportunities and prepared students for their time overseas through "Graduation Transition interviews" as introduced through the BC Curriculum back in 2015-2017.

I completed the 16 personalities test to learn that I am a Campaigner, this soudns accurate, I still struggle with the idea of the extravert characteristic. I honestly feel a great deal of anxiety (after reverting back to regular daily life) when it comes to socializing, I am self-conscious about meet-ups after meeting-up, at the time of meeting, I don't care, but after I tend to reflect or over-think a bit much and in turn makes me second guess if I would head back out again. There are folks around me who I really "don't care about how I act in front of them, and what I say-kind of, those are the best types of meet-ups for me, where there are seetings to help loosen up a bit", which are fewer and far between after my wife and I had our son and then COVID-19. Life won't ever be the same, but hey, its life, it changes.

Looking forward to getting to know you and hear back from ya at some point :) Cheers!"

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Task 3

As per module, "The Ontario School Counsellors' Association, known also as OSCA, provides leadership and support resources for Guidance Counsellors. Visit the OSCA website for this task.

For this task, our class has been divided into 2 groups.  Group 1 (Surnames A - L) will answer question 1 on the discussion board, while group 2 (Surnames M - Z) will answer question 2.  You are welcome to read the postings in both groups, but please limit your responses to your own group.

Read the ‘Welcome to OSCA’ site and scan through the resources and information shared on the site. Choose one resource link from the OSCA website that you believe would be helpful to yourself as a Guidance Counsellor. On the Discussion Board, share what you chose and why it would be relevant/beneficial to Guidance Counsellors.  

In 2018, People for Education published a report entitled "The Expanding Role of Guidance Counsellors".  As the needs of students change so does the role of the Guidance Teacher/Counsellor.  Whether you are interested in guiding students in elementary or secondary, this article gives and overview of the role of guidance.  After reviewing the article, respond to the following question on the Discussion Board: What do you think is one of the challenges facing education/educators/students today?  Respond to this post on the discussion board under the 'Expanding Role of Guidance Counsellors' thread.

Link to the Article - The Expanding Role of Guidance Counsellors

If you have not already reviewed the Discussion Board Rubric, we recommend you do so as this is your first formal discussion post."

As per discussion, 

"I checked out the OSCA website and explored a bit, lots of good resources to support teachers and students, one that I found interesting was CPPA webinars, (found here: https://osca.ca/cppa-webinars/). These are all webinars that seem to be based on MOOC's available through Coursera and other post-secondary education providers. I choose this because it seems like it draws an emphasis on the key idea that was shared in the provided article. I find psychology and the idea of influencing behaviour to be interesting from an observational perspective, but to be a positive influence on a student is extremely meaningful and great, I really look forward to opportunities to employ these kinds of learnings in my career.

One of the challenges I see education facing in the twenty-first century (post-covid), after reading come down the compounded needs of recouperation that schools are expected to achieve. This goes across the literal board and scope of the school. In the article, "mental health" has been focused on as a specific area wherein guidance counsellors are expected to respond to students who demonstrate need for support regarding mental health issues. Granted there is an exxtremely fine line between guidance counsellor and student support, as someone who has been in a department without a guidance counsellor the role includes mental health support because for some students their academic pressures are immense. That being said there are students who do need the guidance counsellor to advocate on their behalf with regards to course changes and collaboaration with the teacher to ensure that students are meeting their academic achievements. 

It is interesting to hear that there is a lack of guidance teachers employed by the province in relation to numbers, it is even more interesting to see the numbers in toronto stifling, I would be curious what sorts of mental health issues are being sought out to be supported by guidance counsellors because to a degree, there are mental health supports that a guidance counsellor cannot legally provide.

The role of the guidance counsellor has always been an interesting one, being viewed as a mix between an administrative role and a classroom teacher, I looking forward to learn more about what this entails. From my experience here teaching in China, the role is predominantly spent on student support through the management of tutorials in the department as well as the initiation of student graduation transitions (at the high school-level). Our school suffers a lot in regards to student support because of the lack of mental health support resources available, teachers, principal, administrative staff as a whole work together and collaborate in a less-formally organized 'school-based' team. 

In a previous experience we had a resource room similar to the idea of a sensory-neutral environment wherein teachers would support their students there as needed and there was a teacher who was specifically tending to the students who were scheduled for time in there. Often times students would 'drop-in' to check-in with teachers there or seek support as needed, but the role was not favoured by the school's execute administration (business-side), as it was a costly endeavour and they didn't feel they were seeing results that supported its continued use. I believe it does still exist but has long since become more of a study room that teachers are scheduled into after school as a part of tutorial duties, so the original ideal didn't stick, unfortuantely."

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As per module, "In the previous task you explored the website of the Ontario School Counsellors' Association (OSCA). For this last task in Module 1, you will explore a resource published by the Association for Guidance Counsellors, called 'Ethical Guidelines for Ontario School Counsellors'.

If you have not already purchased the document, please visit the OSCA website to complete your purchase. (Or join OSCA for $50 and get access to the document (and many others) for free)

Ethical Guidelines for Ontario School Counsellors

Decisions we make as teachers, and more specifically as Guidance Counsellors, are often ethical in nature. We will be referring to the 'Ethical Guidelines' throughout this course. The document begins by discussing professional competence and conduct.

Consider the following statement;

"A counsellor contends that they are capable of effective Guidance work on the basis of their training and continuing to keep up-to-date with their reading. They neither belong to the Ontario School Counsellors’ Association nor participate in any of their conferences or training initiatives. They do not belong to any other national, provincial or local professional counselling organization."

Before reviewing the Guidelines, what is your initial reaction to the statement? Would you deem it an acceptable response for a Guidance Counsellor? 

Read the Guidelines up until the end of the Introduction (to the end of page 5 (2022 version)) to see if the 'Guidelines' deem it acceptable or not acceptable. Continue reading through the Professional Competence and Conduct section (to the end of page 13 of the 2022 version). Within this content, there are implications for the Counsellor with respect to legal and ethical responsibilities.

This Journal Entry is for your own personal reflection only - Do Not Submit

After reading pages 6 - 13 is there a specific individual case (acceptable or unacceptable) that stands out to you?

What made it important, or enlightening, or disturbing to you as a future Guidance Counsellor or teacher in a guidance role?

Did you encounter anything you disagreed with or was it all common sense?

Do you think reviewing the different scenarios and information presented in the OSCA Guidelines will benefit you in your role as a Guidance Counsellor? "

As per discussion, 

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(2024W) EDUC-4827-Inter C&I Family-ABQ (Module 1-What is Family Studies?)

 As per Course,

"Why do we teach Family Studies at the intermediate level?

Family Studies is not a compulsory subject at either the elementary or secondary level in Ontario curriculum, however, it is a subject that impacts everyone, as we all live in a “family” setting. Each of these families will look very different, but will function in a similar manner. What is taught in Family Studies has real-life application in each student’s family.

Historically, skills taught in Family Studies were learned by children at home. Today, this is not necessarily the case. Students enrolled in Family Studies classes learn life-long skills through practical activities. Students are able to take what they have learned in Family Studies and apply it to many aspects of their lives.

Read the following articles:

History of Family Studies/Home Economics Education in Ontario, adapted from the work of Dr. Laura Tryssenaar (appendix 1.1);

Family Studies in Elementary Schools in Ontario Position Paper from CHEA (appendix 1.2);

Home Economics/Family Studies in Canadian Schools by Laura Featherstone (appendix 1.3);

Betty Crocker and Singer Sewing Machines by Megan Davies (appendix 1.4)

From your readings, write a reflective journal on What is Family Studies and why it is important to teach it at the Intermediate Level, grades 7 -10. Upload a copy to the assignment board for assessment as learning."

As per discussion, 

"Learning Family Studies in The Tide-pools of The 21^St Century: A Review of Literature

Families in Canada are coming to a point wherein, many Canadians are seemingly pondering thee value of family, in data provided by GlobalData it seems that 2021 was the lowest point of average people per household since data collected in 2010 (2022). In a quote from Vanier Institute of the Family, the describe a bleak representation of Canadian families’ disheartening experiences through, Profiling Canada's Families. Ottawa, ON: Author. Also by the same author: Canadian Families: Canadian Families in Transition: The Implications and Challenges of Change; and What Matters f or Canadian Families? (1994). In the 21st century, the students can expect to see a great deal of strife as they continue through the second decade of this millennium, leaving educators, parents and politicians at the figurative batting mound to address the need for support.

Areas of Interest

 

Given the background knowledge of the education system and lived practice, areas of interest are related to the profoundness of historical event’s cause and effect of various events as they unfold; The origins of change as a history; and The need to address all populations within Canada.

 

The historical cause and effect as it unfolds

 

Reading History of Family Studies/Home Economics Education in Ontario, as adapted from Dr. Laura Tryssenaar ignites an interest in past that is long forgotten, the interesting and authentic life and times of people making change (n.d.). The interesting part about the history here is way that what seemed to be the best possible answer to a potentially detrimental issue successfully becomes the “norm”. Quickly thereafter students and educators take on this cause enough to spark an area of academic study, which later turns out to be a relatively too successful program for what was initially expected. The success in organizing humans was so profound that there later needed to be change made in order to best accommodate the new issues that had become so detrimental to the society. “These goals are equally important. They can be achieved simultaneously through learning activities that combine the acquisition of knowledge with both inquiry and design processes in a concrete, experiential context. At the same time, these learning activities must enable students to develop the communication and relationship skills that are an essential component of Family Studies.”(Featherstone, 2011) From this internal communication between a curriculum leader to education system stakeholders, it is evident that the on-going development of not just education curriculum, but societies normative narratives are ever changing. Through observation, population growth, policy-implementation, trend-setting demonstrated the key ingredients for exacting mass impact on a nation-wide scale. To watch all this unravel and unfold is quite profound.

 

Origins of change as a history

 

The idea of exacting change in society through educational curriculum and university accredited programming is something that the University of Toronto is seemingly exceptional at doing, a university degree uniquely structured to appeal to the interests of learners while providing guided programming for others, seems to provide onlookers of society with an interesting perspective on what areas are growing/developing with regards to interest and potential on a general level. Lilian Massey-Treble and James L. Hughes were both advocates for a part of the population that needed to be recognized, given the success surpassing (maybe even their own) expectations of policy-makers, Mike Harris called for action to acclimatize the education of grades K-12 paving open-air and blue skies as the potentiality for education in Canada (Tryssenaar, n.d). To be able to articulate and fathom a near-tangible history is quite amazing really and certainly carries a uplifting weight of responsibility on those who are expected to carry it forward to others as a lesson of significance.

 

Reactions to the Content

 

When teaching one will want to incite positive growth through constructive criticism, one method of achieving this is through, two stars and a wish. Here, one will observe two positive reactions and 1 reaction that calls for growth on the topic or author of the text.

 

Star (Positive): Accessibility and Readability of Appendix 1.1

 

The narrative tone of Appendix 1.1 is short, quick and informative to read, this is something students can appreciate, even with limited English. Strongly recommend this piece of history as something note-worthy for a classroom.

 

Star (Positive): Advocacy of a Culturally Relevant and Responsive Curriculum Appendix 1.3

 

In Appendix 1.3, Featherstone places emphasis on change and the myth of continuity in society (2011). She expressed well here wherein actually best reflect a constructive criticism with regards to the lack of recognition towards all groups of people within Canada’s borders.

 

Wish (Constructive Criticism): Credibility and Relevance of Sources

 

Appendix 1.2 is an article from Canadian Home Economics Journal, issue 46( 4), and discusses the bleak realities of life in Canada during the early 90’s that many experienced (1996). The CHEA Position Paper depicts statistics of the early 90’s in Canada, “More than 1.3 million of Canada's children live in families with incomes below poverty lines. A recent survey by the Angus Reid Group found that economic concerns like finances, the economy and employment prospects are the most pressing issues facing families for 72% of respondents4.” (CHEA, 1996) This darkened portrayal of what seemed to be a colourful and energetic decade was further represented through a secondary source that was not well sourced, and as an educator, learner/student, it is a point of discomfort to find while combing through references as an educator, the painful reality of their folly actions in their youth.

 

Burning Questions

 

In the end, there are a few questions left unanswered, as an educator, that need to be acknowledged.

 

1. How can we inspire students to participate in change as a part of the learning?

 

 

2. How can we prepare (as educators) for changes coming (in society) in order to better prepare our students?

 

3. Considering how authors such as Charlotte Perkins Gilman and James Thurber were alive and writing during these times, change occurred much slower in the past than it does now, is there room to incorporate the need to advocate for your family or a cooperative component to the course?

 

Conclusion

 

The reality of living in the figurative tide-pool of an event that has such a historical impact on the way that people conduct themselves on a day-to-day basis, is a very significant moment of reflection when considering that sometimes that event begins with one person. Looking at how that event matches up in the grand scheme of the world’s events is not always the scope readers need to take, but it is important to connect those pieces together in order to develop context.

 

 

 

 

 

 

References

 

Average size of households in Canada (2010 - 2021). (n.d.). GlobalData. https://www.globaldata.com/data-insights/macroeconomic/average-household-size-in-canada-2096121/#:~:text=Size%20in%20Canada-,Canada%20had%20an%20average%20household%20size%20of%202.51%20people%20in,decline%20of%200.8%25%20in%202021.

 

Canadian Home Economics association (1985). Home Economics/Family Studies Education in Canadian Schools: A Position Paper. Ottawa, ON: Author.

Featherstone, L., OCT. (2011). Family Studies in Elementary Schools in Ontario [Press release]. https://mycourselink.lakeheadu.ca/d2l/le/content/135706/viewContent/1785085/View

 

University of Western Ontario (n.d). History of Family Studies/Home Economics Education in Ontario Adapted from the work of Dr. Laura Tryssenaar.

 

Vanier Institute of the Family (l994). Profiling Canada's Families. Ottawa, ON: Author. Also by the same author: Canadian Families: Canadian Families in Transition: The Implications and Challenges of Change; and What Matters f or Canadian Families?"

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Module 1.2, as follows, 

"We all come from different backgrounds and we have a variety of experiences that we carry with us in our “backpacks”. These influence our view of the world. Through education, discussion and broadening our community view, we are constantly shifting in our opinions and perspective. 

James Banks (1993) and Peggy McIntosh (2000) wrote about the stages of Multicultural Curriculum Transformation. Go to the following website and read the description of the continuum.

https://www.teachingforchange.org/wp-content/uploads/2015/11/Banks_James.pdf

Where are you on the continuum?

After reading the information on Inclusionary Education and looking at the website Teaching for Change, place yourself on the continuum in your professional work, and explain why you placed yourself there. Devise a strategy with timelines so that you may begin to move along the continuum as this course progresses. Explain how teaching Family Studies in the Intermediate division may help to move you along the continuum. 

Upload your reflection to the Assignment board, for assessment of learning. You will be required to add to the continuum two other times throughout the course. As you progress through the course, the strategy that you devise may need to be adjusted.

What is Curriculum?

“Children learn from what surrounds them – not just what the teacher points them to. So the curriculum is the textbooks, and the storybooks, and the pictures – and the seating plan, and the group work, and the posters, and the music, the announcements, the prayers and the readings, the languages spoken in the school, the food in the cafeteria, the visitors to the classrooms, the reception of parents in the office, the races [or race] of the office staff, the custodial staff, the administration, the displays of student work, the school teams and sports played, the clubs, the school logo or emblem, the field trips, the assignments and projects, the facial expressions and body language of everybody, the clothes everybody wears… it goes on and on. I would not for a moment suggest that we can control all of this, but we better be aware of it. We can be sure our students are. I have no intention, even if you had the time, of giving strategies of how to cope with everything. … But if we don’t start thinking of what the effect of all this environment is on all our students we’ll never develop strategies that will work.”

Nora Allingham, 1992 (Former Director of the Anti-Racism and Ethnocultural Equity Team, Ontario Ministry of Education and Training.)

As you have discovered, Family Studies is the study of the interaction of members of a group. This includes: social, emotional, cultural, economic, and physical interactions. Canada encourages its citizens to maintain and celebrate their cultural heritage. As a Family Studies teacher you will encounter a wide range of diversity in your classroom and must make that classroom an inclusive and welcoming place. A Family Studies classroom has considerations that may not be as evident in a regular classroom.

Indigenous Education

“A new body of research is beginning to demonstrate that Aboriginal students’ self-esteem is a key factor in their classroom success. An educational environment that honours the culture, language and worldview of the Aboriginal student is critical. Schools need to meaningfully represent and include aboriginal people’s contributions, innovations, and inventions. Aboriginal students require a learning environment that honours who they are and where they have come from. These strategies nurture the self-esteem – the positive interconnection between the physical, emotional-mental, intellectual and spiritual realms – of aboriginal students.”  Retrieved July 11, 2013 from: www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf‎

The Ministry of Education in Ontario has developed excellent resources to enhance the teaching of and to Aboriginal students. The suggestions and strategies in these resources are applicable to all students. Visit the website below.

Ontario Ministry of Education Teacher’s Toolkit

http://www.edu.gov.on.ca/eng/aboriginal/policy.html

Post your response to the following question:

What conceptual/theoretical frameworks and understandings of equity are you currently using in your work with teachers and students? Read and respond to 2 of your colleagues’ postings."

As per discussion, 

"Being an international high-school teacher, a lot of content presented to students is from a more 'western-centric' perspective to begin with. That being said one practice that is important to utilize is an 'unpacking' of one's privilege, this goes for one's own and that of the stakeholders (whether this be colleagues or students). Being in an international school, there are colleagues on staff who are not OCT, that being said, there is a lot of guidance that veteran teachers are called upon to provide. Likewise, in a classroom, with students that all hold another language in common beyond one's own understanding, there is a degree of mutual respect that needs to be appreciated when language is discussed as a means of communication. 

Students are at an advantage and hold monopoly on what is culturally relevant and responsive, with that being said, as a Canadian, one cannot be expected to be able to recite the story "Journey to the West" in Chinese or with full native understanding. A couple years ago now, my colleagues and I have been careful with how we delve into various topics and how we delve into them, that being said though, there is usually and authentic learning opportunity that can usually occur wherein teh class finds itself respectfully onlooking into a new culture with the ability to draw understanding through connections to history and technological methodology. That being said, where "Totem Poles" are not just "Sign-Posts", but hold a great sacred value in various Indigenous cultures, Chinese ancestry of architecture is one that utilizes a column, 'HuaBiao' for different purposes, one of these purposes being most notably, the marking of an ancestreal site (tomb). This sparks a great deal of confidence in students who initially feel far away from a topic, but provides an access point of familiarity and sometimes, especially in studies of Canada/Ontario (in particular), this is important.

Ultimately on the most extreme level hyper-sensitive level, 'Ethnic-Additive Approach' is going to get turned down, however that being said, through the copious amount of time spent in the North, the positive interactions with various cultures, the studies of indigenous teaching that I have participated in, I'm not afraid to talk about what I have learned, seen and come to understand without restructuring it-talk about restructuring though, this give me a good idea for a literary theory lesson in the future. I digress, reflecting, on Susan Dion's "The Perfect Stranger" (2013), one thing I really appreciated was how she isn't trying to further gap cultures, but develop a warmth and appreciative embrace between how we recieve them. She presents an excellent example of when enough is enough, "create a myth" *cringe* when talking about belief systems, but isn't that it, we take courses like this as teachers and professionals to be able to appreciate, obsserve, communicate and interact with other cultures about life and society in varying degrees." 

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Module 1.3 As follows, 

"Background on Ontario College of Teachers

Currently in Canadian education, (2020) Ontario is the only province with a governing body, the Ontario College of Teachers. This professional organization oversees all aspects of teacher education and teacher conduct in and out of the classroom.  All teachers teaching in the province of Ontario belong to OCT and, as such, have a professional designation of Ontario Certified Teacher.  This designation is accompanied by a set of ethical standards and standards of practice that teachers must abide by. Curriculum is designed to follow and uphold these standards.  As you work through this course you will be required to carefully consider the Ethical Standards and Standards of Practice and their relationship to the Social Sciences and Humanities document, specifically Family Studies. You will also be required to align these standards with your classroom practice.

For a copy of the standards go to:

https://www.oct.ca/public/professional-standards/ethical-standards

https://www.oct.ca/public/professional-standards/standards-of-practice

In this module you have completed an overview of Family Studies education, as well as Inclusionary and Global Education. From this module, complete the relevant sections of the charts (Appendix 1.5 Standards of Practice Reflection Chart and Ethical Standards Reflection Chart). (More than one Standard of Practice or Ethical Standard may have been met). Include what you have learned about Family Studies and how you will apply this learning. Following the example given, include your own thoughts where appropriate.

Upload your partially completed chart (about ⅓ complete) to the assignment board for assessment of learning.

At the end of each module please return to this chart and enter what you have learned about Family Studies and the relationship between the subject area and the Ethical Standards and the Standards of Practice for the Teaching Profession. You will submit this work at the end of Modules 1, 3, 5. At the end of this course the chart must be complete. It will become part of your final grade."

As per discussion

"see chart link in post 'OCT Chart of Standards/Ethics' "

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END OF MODULE 1

Appendix 1.1 – History of Family Studies/Home Economics Education in Ontario

 Adapted from the work of Dr. Laura Tryssenaar

University of Western Ontario

In the beginning Family Studies was called Domestic Science and was for young girls. Looking back from the twenty-first century we need to put into context the world at the beginning of the twentieth century.

At the beginning of the twentieth century, men and women operated in two different spheres. Men’s domain was the world of work, and women’s domain was the home. As our society moved into the industrialized era, women began, more frequently, to move out of the home and into the workplace. Their work still involved the care of people and homes as many women worked as domestics.

The Role of Adelaide Hoodless

Adelaide Hunter Hoodless, one of Canada’s most creative social reformers at the turn of the century, was a primary participant in the establishment of the Women’s Institutes, the National Council of Women of Canada, the National Council of the YWCA, the Macdonald Institute in Ontario, Macdonald College in Quebec, and the Victorian Order of Nurses.

At the annual meeting of a farmer’s organization in 1893, she startled those in attendance by stating forcefully that the health of their wives and children “which you are neglecting, is far more important than that of your animals”. She spoke with the conviction born of a tragic personal experience. One of her children, an infant son, had died in 1889 after drinking infected milk. This tragic event motivated her for the rest of her life. She endeavored, by various means, to assist women throughout Canada to provide more intelligent care for their children, their families, and themselves.

At the end of the nineteenth century, as a result of Hoodless’ efforts, courses in Domestic Science for girls and manual training for boys were added to the Ontario school curriculum. Ontario’s Minister of Education, the Hon. G.W. Ross, asked her to travel across the province to inform the public about domestic science and to write a book on the subject. She thus became one of the first women on the province’s payroll. Her book, Public School Domestic Science, was published in 1898.

 

Her crowning achievement was founding the Women’s Institutes. On February 19, 1897, she spoke to a meeting of farmer’s wives in Stoney Creek, Ontario. Out of that meeting came the first Women’s Institute. The inaugural meeting was held shortly afterward at the residence of Mrs. E.D. Smith in Winona, Ontario. Adelaide Hoodless was eager to initiate resources for the development of the abilities, confidence and prospects of women living in rural communities. Her aim was to establish and develop what might be described as a rural university for women and, within ten years, more than 500 Institutes had been organized across Canada.

Through the efforts of Mrs. Hoodless, her associates, and supporters such as Senator E.D. Smith, the institutes became widely influential: increased attention was paid to child welfare and women’s interests; medical care and child dental care were more frequently provided; recreational and additional library services were established; services for helping immigrants to preserve their own cultures and customs were improved.

In 1903, through a grant secured by Mrs. Hoodless from tobacco magnate Sir William Macdonald of Montreal, the Macdonald Institute was established at the Ontario Agricultural College in Guelph (and later, Macdonald College in Quebec) to train Canadian women in the teaching of domestic science. (retrieved 11/09/2006 http://collections.ic.gc.ca/hierloom_series/volume4/250-251.htm

Adelaide Hoodless achieved success in her endeavors for a variety of reasons: the end of the millennium helped to stimulate “forward thinking”; educational reforms of the day embraced the educational ideals espoused by John Dewey Hoodless; Hoodless had a great deal of influence over Education Minister G.W. Ross; she was a notable speaker who raised awareness as well funds.

Adelaide Hoodless died in 1909 while she was giving a public address in Toronto.

There were also changes in society that contributed to the promotion of Domestic Science. Hygiene and sanitation had become key issues in the Victorian era. The growing independence of women meant they were employed in factories, shops, offices, etc. and thus had less time for domestic concerns. Domestic Science “would prepare women for their all important role at the centre of the home” (Stamp, 1982, p 59).

 

The Role of James L. Hughes

In the mid 1890’s, J.L. Hughes, a school inspector and a reformer, was advocating for Manual Training as a school subject. In an era when 95% of students left school after grade 8, he saw it as a means of providing the cultural value of connecting school and home. Manual Training was introduced into the Ontario curriculum two years after Domestic Science. They became parallel, independent programs.

 

Once Domestic Science was introduced into Ontario schools, it became necessary to train teachers to teach it. Adelaide Hoodless convinced James Macdonald to fund the Macdonald Institute in Guelph. The Normal Course in Domestic Science, offered training until the University of Toronto began offering a BHSc degree.

 

Lillian Massey-Treble

Concerned by the inner-city living conditions in Toronto at the turn of the century, Lillian Massey-Treble organized classes for young girls in the basement of the Fred Victor Mission, which was established by her father. Her classes were very successful and subsequently she opened the Lillian Massey School of Household Science and Art. This would be the place that teachers of Domestic Science would be trained. It was taken over by the University of Toronto, which soon offered a four-year degree, Bachelor of Household Science.

It is interesting to note that even though Adelaide Hoodless and Lillian Massey were both passionate about improving the lives of women and families through education, they did not work together but maintained parallel paths.

The School of Household Science was housed in the building on the southeast corner of Bloor St. and Avenue Rd. in Toronto. It is now the home of upscale retail shops. The building of the school was funded through the efforts of Lillian Massey-Treble. The professors at the school were among the first female professors at the University of Toronto.

Associate professor, Clara Benson, taught in the Faculty of Household Science and was one of the University of Toronto’s first women professors. Benson researched in the field of food science and her research record was sufficiently strong to earn her a listing in American Men of Science.

 

History of home economics trends and the need for change

The need for change began in the American Home Economics Association conference in Lake Placid New York at the turn of the century. In the late 1800’s, Normal schools were established to train teachers of domestic science. In 1906, the University of Toronto granted both degrees and issued diplomas. In 1930, as a result of the Great Depression, the emphasis was on survival skills. At this time the “vitamin theory” and synthetic fabrics were being developed and incorporated into society. Between 1940 and 1950, the physical and biological principles of food, shelter and clothing were included in domestic science, along with management and economics. This became an introduction to the behavioural sciences.

Between 1920 and 1950 the vocational training era supported the inclusion of Home Economics at the secondary level as a means to train women for their vocation in the home. In the early

1960’s, home sewing and meal planning based on nutrition, economy and middle class standards were established. During the 1960’s and 1970’s emphasis was on the family in society, behavioural aspects of basic needs, along with physiological and technical aspects. It was during this time that values clarification and decision making were introduced into the curriculum.

Between 1937 and 1972 in Ontario, the subject known as Home Economics was structured around science, economics and art with an underlying ideal of perfection. The standards of home economics could be achieved by following the precise “how to” kind of instruction that dominated the field.

During the 1960’s, the social fabric of home and family changed dramatically with a growing number of homemakers participating in the paid workforce. Divorce rates were on the rise and more children were being raised by single parents and reconstituted families. During this time the roles of men and women in families and society were changing. Home Economics began to focus on the changing family in response to these social trends.

In 1972 in Ontario, not only did the curriculum change but the name changed from Home Economics to Family Studies. Courses became co-educational and were organized around themes developed cooperatively with students. Family as an environment, quality of family relationships, building family relationships and decision making as it relates to family relationships were examined in all courses.

During the 1980’s many changes occurred to the Family Studies curriculum. The document Family Studies: Intermediate and Senior Divisions and OAC, 1987 was released. There were no prerequisites for any Family Studies courses except for the OAC course. It included a Grade 7 program, Families, and a Grade 8, Family Environments. Each of the Grade 9 to 12 courses could be offered at the advanced, general or basic level.

The courses that were offered were: Grade 9 or 10, Food; Grade 9 or 10, Clothing; Grade 11 or 12, Parenting; Grade 11 or 12, Housing; OAC, Families in Canadian Society. This document also suggested recommended methodology for delivering these courses. This included independent study, individualized learning, small group instruction, co-operative planning, inquiry method, experiential learning, interdisciplinary materials, learning activity packages and discussion as a forum for learning.

The Family Studies curriculum of the late 1980s and 1990s opened the door to teaching about some of the deepest concerns of society. Physical, social, and cultural factors affecting all aspects of family well-being were addressed. Topics of consequence for teachers and students included; eating disorders, body image, physical and interpersonal safety, child abuse and neglect, parental disharmony, power issues in relationships, sexuality, dating violence and teen pregnancy, marital violence, cohabitation, custody, remarriage, aging, and death.

A mere ten years later, the conservative government under Mike Harris, brought in sweeping educational reforms in the guise of the “common sense revolution” (Gidney, 1999). In response to their pledge for a more rigorous and relevant curriculum, and to support the reduction of secondary schooling from five years to four, the entire K – 12 school curriculum was rewritten, published and implemented with unprecedented haste (Majhanovich, 2002).

At the secondary level, Family Studies is now clearly situated as a social science. In fact, it dominates the Social Sciences and Humanities document (Ontario Ministry of Education 1999b, 2000b) comprising 13 of the 19 courses in that subject discipline. In spite of achieving such a strong identity in secondary education, Family Studies remains optional. At this time Grade 7 and 8 Family Studies programs were for the most part discontinued as there were no specific expectations included in the elementary document. Rather they were spread throughout the curriculum and formal programs became optional.

On June 6, 2013 after several years in redevelopment, the Ministry of Education released a revised Social Sciences and Humanities document for Grade 9 to 12. This document includes 19 Family Studies courses organized under the following titles: Overview, Fashion and Housing, Food and Nutrition, General Family Studies, and Raising and Caring for Children.

The history of Family Studies indicates that it originated from a progressive movement that saw the importance of educating young women. It embodied many of the educational ideals of John Dewey and has aligned itself with science, art, social science and technology over the years in order to gain status and recognition. Family Studies has responded to and been shaped by changes in society. It continues to address some of the deepest concerns of our society. It provides students with a deeper understanding of what it means to live their everyday lives while addressing social justice, equity and diversity.

Appendix 1.2 – CHEA Position Paper

 Home  Economics/Family  Studies  Education in  Canadian  Schools

307 - 151  Slater  St

Ottawa,  ON

613 - 238 - 8817

The Canadian Home Economics Association/Association canadienne d'economie familiale is a national professional association representing graduates of^. consumer and, family studies, foods and nutrition, home economics, human ecology, textiles and clothing programs. It is made up of two thousand three hundred individual members in federation of provincial and branch associations. Home economists work in education, business, and public service and share the common aim of improving the quality of life of individuals and families. Home economists in many provinces ore identified as Professional Home Economics  (PHEc), which indicates a certain standard of academic training and continual professional development. Since it’s founding in 1939, the Canadian Home Economics Association/Association canadienne d'economie fomiliale has played an active role in support of home economics/family studies education. It has supported reviews of home economics/family studies curricula across Canada^1.2 and issued a previous position paper on education. This paper details the Association's current concern about home economics/family studies education. It recommends action for the members and education policy makers in the strengthening of home economics/family studies education.

Introduction

 

Individuals and families in Canada today are coping with great uncertainties about their economic and employment futures. Current economic restraints are forcing people to rely on each other more and to seek security and stability in inter-personal relationships and families. While a large majority of Canadians see their families as a more, or much more important part of their lives than careers or religion, how to balance work and family responsibilities has become a major preoccupation  for many people4  and young people indicate difficulties in establishing positive and satisfactory relationships in families and with each other5. Home economics/family studies education enables students to understand and create economic and human resources in the contexts of individual, family, community, and global relationships.

 

Home Economics/Family Studies as Part of Education

A home economics/family study is a recognized curriculum area from kindergarten to secondary levels in schools throughout the world. In Canada, it is traced back to 1668 as a part of girls' education6,'. It gained wide acceptance in the schools of Canada a century ago as a form of education in close alliance with vocational education of the times. Presently home economics/family studies are part of education for both girls and boys, emphasizing personal decision-making, career and management skills, and personal and family development.

Home economics/family studies is an interdisciplinary curriculum, integrating the social and physical sciences, and humanities in the study of topics arising from daily lives in homes and families. Because its emphasis is on individual and family well-being, it is a school subject responsive to the needs of students and related to the changing needs of individuals and families over time and in particular contexts. As a school subject in different contexts and in different grades, it may be oriented as an applied academic subject, as a product or technology producing course, as career education, as a sociology of families course, as independent living skills, as health education, as human relationships and parenting, or family life education.

Home economics/family studies make a unique contribution to the education of young people. It focuses on the nature and challenges of our daily lives in relationship to other people, to social systems, and to material resources. The curriculum centres on questions such as 'what should be done about...': securing housing; acquiring appropriate clothing; caring for children; food security; and so on. It is unique in teaching about human relationships and development, resource management, consumerism, foods and nutrition, clothing and textiles, housing and aesthetics and integrating these into holistic considerations of daily life. Through an emphasis on awareness of the self in the learning process, students develop basic skills in learning how to learn.

Home economics/family studies has an educative and preventive mission. It helps young people to optimize living in their current familial and personal relationships and to plan well for their future relationships and families. It aspires to increase the resourcefulness of students and help them to live satisfying and quality lives. Resourcefulness is developed through helping students to view problems from various perspectives. Students are encouraged to recognize alternative resources and to create resources in the solution of daily problems. Thus resourcefulness is essential in developing self-reliant attitudes and abilities. Home economics/family studies provides young people the opportunity to consider daily living problems prior to their actual encounter and thus develops their responsibility as individuals in society. The skills and knowledge developed in home economics/family studies are useful to students not only in their personal and family lives, but also in securing and holding employment in business, industry, and the professions. Home economics/family studies programs work with individuals and families to support their capacities and abilities as individuals and families.

Home economics/family studies makes a unique contribution in education as a whole. It contributes to the strengthening of families, which is essential for a strong nation and national economy. When workers experience difficulties meeting family commitments many find it difficult to give their best at work, and have a higher rate of absenteeism and stress related health issues 8,9. In a recent Conference Board survey of more than 7,000 employees, nearly one- third report experiencing stress or anxiety as a result of balancing work and home responsibilities10. Statistics Canada estimates that stress-related disorders due to overwork cost Canadian businesses $I2 billion per year8. Home economics/family studies education contributes as a part of education to the personal, interpersonal, and social development of students.

Indicators of Need for  Home Economics/ Family Studies Education

Our rapidly changing society places many strains on Canadian families. The social, economic and technological changes occurring in society and their impact on work, and personal and social relationships provide specific indication of the increasing need to provide the educational opportunity for young people to understand and direct their daily lives.

A complex marketplace forces people to make choices about basic personal and family needs in clothing and textiles, nutrition, and shelter from a myriad of goods and services available from all over the world. Decisions have both personal and social impact and require increased knowledge and decision-making skills. There is evidence suggesting that students need to gain competence in making informed, reasoned choices. 11

Home life is changed by new technologies from communication devices such as the Internet, the VCR and video technologies, to devices such as microwave ovens, bread machines, and so on. Advances in genetics, reproduction, and life support systems, raise legal and moral questions with implications for personal and family well-being. Technologies impact the resources available in families and the ways we relate to each other in families and society. Individual and families are having to make decisions among the possibilities opened by the new technologies. Family structures are more fluid, families are smaller. more couples choose not to have children, there are more one-parent families, more divorces and more quasi-legal marriages4. Students are faced  with the changing make-up of their present family/families and making decisions about their future family.

Young Canadians are experiencing more strain in their relationships with their parents and with each other3. This is more pronounced with girls and may be related to adjustment problems they are experiencing with career .aspirations, body image and dealing with the traditional values associated with. marriage and family. Young men appear unaware of their increasing responsibilities with regard to child rearing and homemaking5.

Young Canadians tend to be more aggressive in their relationships with others5. There is a need to have young people understand how better to communicate with, and relate to parents and peers and to manage stress in today’s rapidly changing world. These needs are particularly crucial in the context of the increasingly diverse racial and ethnic Canadian society. I      .

While numbers of elderly are increasing, few adolescents have close, on-going relationships with senior family members4. Social and moral questions concerning the elderly are of increasing importance.

At an early age, students face social and moral decisions about sexual relationships, contraception, reproduction and parenting 12. These decisions are particularly complex in the context of diverse cultures and values among Canadian families. As a result of circumstance or choice the numbers of lone parents are increasing. Many young people growing up in small or single -child families today no longer have experience caring for small children.

The labour force participation rates of men are declining, the rates of women have increase rapidly during the past decades, and more than half of Canada’s student population is in the labour market-4. In the majority of two parent families, both parents are employed in the labour force. In Canada, approximately 50% of married women with young children are employed outside the home. This changing role of women in society requires that both men and women adjust to changing roles within families. Children and adolescents are assuming responsible roles within their own families at an early age and they are concerned about establishing their own future roles and relationship patterns.

Global competition, global travel, and communication have radically changed the way we work. Canada is a highly mobile society. in which families move frequently within their community and beyond, often to secure employment. Parents may be absent from the home, living in another country or region in the country for reasons of employment. There are fewer full year, full time jobs and more family homes are becoming places of paid work and enterprise.

More than 1.3 million of Canada's children live in families with incomes below poverty lines. A recent survey by the Angus Reid Group found that economic concerns like finances, the economy and employment prospects are the most pressing issues facing families for 72% of respondents4.

Troubled families are on the rise. The numbers of reported cases of assault and battering, child or elder abuse. abuses of alcohol and drugs, and delinquencies are increasing. Twenty-five per cent of Canadian women and 10% of Canadian men have been abused before the age of 164. Sixty to seventy percent of runaways and 98% of child prostitutes have a history of child abuse14. Seventy-five percent of abusive husbands have grown up in violent, abusive families. Family court judges suggest that a lack of parenting skills among many adults is the underlying cause for a majority of problems of delinquent youth.

The Current State of Home Economics /Family Studies Education

Home economics/family studies courses are offered in all provinces at each level of secondary education2. However, in most provinces in most grades they are elective. The number of compulsory courses in a secondary student's program severely limits the number of electives, which students can take. Consequently, home economics/family studies education reaches a minority of students in the schools of Canada and therefore has not reached its potential in contributing to the development of students and in strengthening families in Canada.

The above indicators of need highlight the importance of home economics/ family studies education that provides an opportunity for students to: gain an understanding of present family experience and improve their capacity as family members; evaluate a variety of social circumstances such, as declining family incomes, alternate role arrangements, increasing globalization, the aging population, and their influence on family well-being; develop values and expectations that will assist them in establishing Canada's future families; develop technical, communicative, and critical thinking skills that- foster a productive work and family life

Home economics/family studies education can be a force for: enhancing the coping ability of Canadians to deal with personal and family health problems; assisting girls/women and boys/men in creating more equitable relations in families. the workplace, and society; increasing the resources available to all families in helping them carry out their family responsibilities

Home Economics/Family Studies is the only school subject whose primary focus is on preparing students for everyday life in an increasingly complex global society. It is unique in its systematic, integrative approach where problems of daily life are addressed in a holistic manner.

 

References

1. Peterat, L. (1984). Home Economics: A Survey of Provincial Curricula at Secondary Level. Fredericton, NB: University of New Brunswick

2. Peterat, L. & Khamasi, J. (1994) Home Economics/Family Studies: A Survey of Provincial Curricula. Unpublished report, Faculty of Education, University of British Columbia

3. Canadian Home Economics association (1985). Home Economics/Family Studies Education in Canadian Schools: A Position Paper. Ottawa, ON: Author.

4. Vanier Institute of the Family (l994). Profiling Canada's Families. Ottawa, ON: Author. Also by the same author: Canadian Families: Canadian Families in Transition: The Implications and Challenges of Change; and What Matters f or Canadian Families?

5. King, A. & Coles, B. (1992). The Health of Canada's Youth . Ottawa. ON: Health and Welfare Canada.

6.  Bevier, I. (1924). Home Economics in Education. Philadelphia: J.B. Lippincott.

7.  Peterat, L. 3. DeZwart, M. L. (1995). An education for women. The founding of home economics education in Canadian public schools. Charlottetown, PEI: Home Economics Publishing Collective, University of Prince Edward Island

8. Canadian Committee for the International Year of the Family (1994a). The Work and Family Challenge: Issues and Options. Ottawa ON: Author.

9.  Canadian Committee for the International Year of the Family (1994b). The State of the Family in Canada. Ottawa ON: Author

10. Alvi, Shahid (1994). The work and family challenge: issues and options. Ottawa: The Conference Board of Canada.

11. Siggner, A. (1988). Technical Report Series: Special Study on Youth . Ottawa, ON: Minister of Supply and Services Canada.

12. Dolney, C. (1996). Need for a parenting course. Canadian Home Economics Journal, 46(2), 82-84.

13. Ross, D., Shillington. R. & Lochhead, C. (1994). The Canadian Fact Book on Poverty.

Ottawa, ON: Canadian Council on Social Development.

14.  Vis-a-vis. A National Newsletter on Family Violence (1995). 12(4), 12.

Appendix 1.3 – OFS3HLC Press Release

 OFS3HLC (Ontario Family Studies Leadership Council) 

Family Studies in Elementary Schools in Ontario

By Laura Featherstone, OCT

For Immediate Release

TORONTO, ON - Our children spend six hours per day, five days per week, forty weeks per year, fourteen years (including junior and senior kindergarten) in total in our elementary and secondary school system. In that time teachers have a lot of curriculum to cover. One area that is not included in the curriculum in the elementary panel is Family Studies (formerly home economics). There is no formal curriculum for Family Studies for our students in Grades 6, 7 and 8. The Toro to District School Board has provided an integrated curriculum for Grades 6, 7 and 8 using expectations from Health and Physical Education, Mathematics, Language, and the Arts documents to create authentic tasks related to Family Studies. Not all of these tasks need to be taught in a Family Studies lab. The focus of the Family Studies program in Grades 6, 7, and 8 is to enhance and support student achievement in literacy and numeracy through a dynamic, integrated, hands-on program.

The purpose of Family Studies education is twofold. Firstly, students are provided with the knowledge, skills, and management strategies necessary to meet the needs of family members with respect to food, clothing, shelter, and nurturing. Secondly, Family Studies promotes in students the development of self-confidence, interpersonal skills, and awareness needed to function well in a family context and in a climate of social, cultural, technological, and scientific change.

Family Studies is the social science of people's relationships with each other in the primary social unit, and their relationships within society. In today's increasingly complex world, there is a growing need to understand family diversity, family change dynamics, and family resource management, and to develop skills related to those areas. Family Studies promotes in students the development of self-confidence, interpersonal skills, and the awareness needed to function well in a family context and in a climate of societal, cultural, technological, and scientific change. Family Studies also prepares students for employment and post-secondary education.

Family Studies education supports and enhances the well-being of individuals, families, and society by addressing challenges that are faced daily by each generation. These challenges include meeting basic human needs, nurturing human growth and development, and acquiring and managing resources. Circumstances vary for individuals and families over time; therefore, individuals need to be able to continually evaluate and modify their behaviour and actions.

The view of Family Studies education includes basic philosophies for Family Studies education in Ontario, and internationally. The first philosophy is to emphasize ways to meet the challenges that affect the functioning of families, in addition to the traditional focus on meeting the basic needs of food, clothing, shelter, and nurturing. By addressing a broad range of issues affecting individuals and families, students are empowered to better address changes in society. The second philosophy is to continue to help students develop their cognitive processes. The dynamic nature of social, economic, political, environmental, and technological changes require skills have meaningful, practical application when they are used in conjunction with reasoned decision-making. The third philosophy is to continue to expand the study of family issues to span Kindergarten through Grade 12. This ensures that all students have practical experiences that enable them to meet the challenges of everyday life.

The goals of Family Studies education in Grades 6, 7, and 8 follow from the nature of the subject and from the needs of Ontario students discussed above. The goals are intended to ensure that all students acquire a basic philosophy and understanding of families and their functioning before entering secondary school. The goals for students are to:

• understand the basic forms and functions of families;
• develop the skills, strategies, and habits required to meet and nurture the needs and wants of family members;
• understand the diversity of cultures and their effects on individuals: families, and society;
• develop skills, strategies, and practices, which enhance interpersonal relationships within the context of families and society.

 

These goals are equally important. They can be achieved simultaneously through learning activities that combine the acquisition of knowledge with both inquiry and design processes in a concrete, experiential context. At the same time, these learning activities must enable students to develop the communication and relationship skills that are an essential component of Family Studies.

Laura Featherstone, P.H.Ec a Toronto-based Professional Home Economist is an Instructional Leader in Social Sciences, Humanities & Family Studies with the Toronto District School Board and a member of OFSLC. Contact Laura at: laura.featherstoneatdsb.on.ca

This release has been adapted from Family Studies Integrated Curriculum (Grades 6, 7, and 8), with permission from Toronto District School Board - 2011. For information on purchasing this exemplary curriculum document please email curriculumdocstdsb.on.ca

OFSLC (Ontario Family Studies Leadership Council) is composed of representatives of boards of education throughout the province of Ontario. Its purpose is to assist school boards with jurisdictional responsibilities for Family Studies/Social Sciences in the curriculum management process, to provide a forum where the broad educational issues that impact on existing and future Family Studies/Social Science curricula, programs and guidelines may be investigated, analyzed, and appropriate action initiated and be knowledgeable about and contribute to, the educational programs and pedagogy related to the preparation of new members entering the teaching profession.

OFSLC is grateful for the support from the Gwenyth Bailey Simpson Communications Award from the Canadian Home Economics Foundation (CHEF), and support from the Ontario Home Economics Association (OHEA) and the Ontario Family Studies Home Economics Educators Association (OFSHEEA). Its' members have been instrumental in professional development by teachers for teachers. http://www.ofslc.org/