Advertisement

Living and Learning Through Solidarity and Struggle

Assessing the Informal Learning of Frontier College Labourer-Teachers
  • J. Adam Perry
Part of the The Knowledge Economy and Education book series (KNOW, volume 1)

Abstract

Founded in 1899, Frontier College is Canada’s longest-standing literacy organization and the labourer-teacher program is its original program. The founder of Frontier College, Alfred Fitzpatrick, a Presbyterian minister from Pictou, Nova Scotia, envisioned a world where an education was available to not only the wealthy, urban middle class, but also to isolated frontier camp labourers working in Canada’s mines, lumber camps and railway camps (Fitzpatrick, 1920/1999). Canada has a long history of frontier development, which more often than not has relied on the labour of newly arrived immigrants – the target group of Fitzpatrick’s educational experiments.

Keywords

Migrant Worker Adult Educator Informal Learning Urban Middle Class Political Neutrality 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alcoff, L. (1991). The problem of speaking for others. Cultural Critique, 20, 5–32.CrossRefGoogle Scholar
  2. Basok, T., & Carasco, E. (2010). Advancing the rights of non-citizens in Canada: A human rights approach to migrant rights. Human Rights Quarterly, 32, 342–366.CrossRefGoogle Scholar
  3. Berger-Knorr, A.L. (1997). Unlearning privilege: Gender, race, and class in reading methods. The Pennsylvania State University.Google Scholar
  4. Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression in people (Second ed.). Halifax: Fernwood.Google Scholar
  5. Bishop, A., Huntly, A., Isaac, S., & Johnson, M. (Eds.) (1988). Basics and tools: A collection of popular education resources and activities. Ottawa: CUSO Education Department.Google Scholar
  6. Collins, M. (1987). Competence in adult education: A new perspective. London: University Press of America.Google Scholar
  7. Collins, M. (1991). Adult education as vocation: A critical role for the adult educator. London: Routledge.Google Scholar
  8. Cook, G.L. (1987). Educational justice for the campmen: Alfred Fitzpatrick and the foundation of Frontier College, 1899–1922. In M.R. Welton (Ed.), Knowledge for the people: struggle for adult learning in English-speaking Canada, 1828—1973 (pp. 35–51). Toronto: OISE Press.Google Scholar
  9. Elsdon, K.T. (1995). Values and learning in voluntary organizations. International Journal of Lifelong Learning, 14(1), 75–82.CrossRefGoogle Scholar
  10. Fitzpatrick, A. (1999). The university in overalls: A plea for part-time study. Toronto: Thompson Educational Publishing, Inc. (Original work published 1920).Google Scholar
  11. Foley, G. (1999). Learning in social action: A contribution to understanding informal education. London: Zed Books.Google Scholar
  12. Foley, G. (2001). Radical adult education and learning. International Journal of Lifelong Education, 20(1), 71–88.CrossRefGoogle Scholar
  13. Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972—1977. Sussex, U.K.: The Harvester Press.Google Scholar
  14. Freire, P. (1973). Education for critical consciousness. New York: Continuum.Google Scholar
  15. Freire, P. (1997). Pedagogy of the heart (D. Macedo & A. Oliveira, Trans.). New York: Continuum.Google Scholar
  16. Freire, P. (2006). Pedagogy of the oppressed (M.B. Ramos, Trans. 30th Anniversary ed.). New York: Continuum (Original work published 1970).Google Scholar
  17. Kapoor, I. (2004). Hyper-self-reflexive development? Spivak on representing the Third World ‘Other’. Third World Quarterly, 25(4), 627–647.CrossRefGoogle Scholar
  18. Kincheloe, J.L. (1999). The struggle to define and reinvent whiteness: A pedagogical analysis. College Literature, 26(3), 162–194.Google Scholar
  19. Krotz, L., Martin, E, & Fernandez, P. (1999). Frontier College letters: One hundred years of teaching, learning and nation building. Toronto: Frontier College.Google Scholar
  20. Martin, E. (2000). Action and advocacy: Alfred Fitzpatrick and the early history of Frontier College. Ontario Institute for Studies in Education of the University of Toronto, Toronto.Google Scholar
  21. Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophical and practical guide. London: The Falmer Press.Google Scholar
  22. Morrison, J.H. (1989). Camps and classrooms: A pictorial history of Frontier College. Toronto: Frontier College Press.Google Scholar
  23. Morrison, J.H. (1999a). Black flies, hard work, low pay. The Beaver, 79(5), 33–39.Google Scholar
  24. Morrison, J.H. (1999b). New introduction: The man, the mission and the book. In The university in overalls: A plea for part-time study (pp. 7–29). Toronto: Thompson Educational Publishing, Inc.Google Scholar
  25. Polanyi, M. (1983). The tacit dimension. Gloucester, MA: Peter Smith.Google Scholar
  26. Polkinghorne, D.E. (1989). Phenomenological research methods. In R.S. Valle & S. Halling (Eds.), Existential-phenomenological perspectives in psychology: Exploring the breadth of human experience (pp. 41–60). New York: Plenum Press.CrossRefGoogle Scholar
  27. Preibisch, K. (2007). Patterns of social exclusion and inclusion of migrant workers in rural Canada. Ottawa: The North-South Institute.Google Scholar
  28. Quigley, B.A. (2007). Literacy’s heroes and heroines: Reclaiming our forgotten past. Literacies, 7.Google Scholar
  29. Robinson, E.W. (1960). The history of Frontier College. McGill University, Toronto, Ontario.Google Scholar
  30. Shank, G.D. (2002). Qualitative research: A personal skills approach. Upper Saddle River, NJ: Merrill Prentice Hall.Google Scholar
  31. Simpson, K. (2004). ‘Doing development’: The gap year, volunteer-tourists and a popular practice of development. Journal of International Development, 16, 681–692.CrossRefGoogle Scholar
  32. Steele, J., & Coupland, K. (2008). A labourer-teacher guidebook for building functional literacy skills with seasonal migrant workers. Toronto: Frontier College.Google Scholar
  33. Torres, C.A. (1993). From the pedagogy of the oppressed to la luta continua. In P. McLaren & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 119–145). London: Routledge.CrossRefGoogle Scholar
  34. Wilde, T. (2012). Education at work, literacy at the resource frontier: A matter of life and death. Historical Studies in Education/Revue d’Histoire de l’Education, 24(1), 130–149.Google Scholar

Copyright information

© Sense Publishers 2013

Authors and Affiliations

  • J. Adam Perry
    • 1
  1. 1.Adult Education and Community Development, Ontario Institute for Studies in EducationUniversity of TorontoCanada

Personalised recommendations