Theodore Christou Awarded Founders' Prize for Progressive Education
Dr. Theodore Christou has been presented with the Founders' Prize by the Canadian History of Education Association (CHEA) at their biennial conference in Saskatoon. Dr. Christou's historical non-fiction book Progressive Education (University of Toronto Press) won the award in the English-language book/anthology category.
The Founders' Prizes acknowledge the excellence of contributions to educational history. The winners receive a certificate of achievement and their names are published in CHEA's peer review journal, Historical Studies in Education/Revue d'histoire de l'éducation.
CHEA was founded in Calgary in 1980 to promote the study in Canada of the educational past. Its members come from a variety of fields and examine educational practices in both formal and informal settings through many disciplinary perspectives. They include private scholars and graduate students as well as those affiliated with faculties of education, departments of history and other university departments, teachers, members of school boards and other educational institutions. CHEA also maintains active links with scholars internationally, particularly in the United States, Europe, New Zealand and Australia.
- The History of Ontario Education
Over the course of the twentieth century, North American public school curricula moved away from the classics and the humanities, and towards ‘progressive’ subjects such as health and social studies. This book delves into how progressivist thinking transformed the rhetoric and the structure of schooling during the first half of the twentieth century, with echoes that reverberate strongly today, and investigates historical meanings of progressive education.
- Dr. Theodore Christou
I am an Associate Professor in the Curriculum Studies and Educational Studies fields, with a cross-appointment to the Department of History. My research, which spans several fields - history, philosophy, curriculum, and teacher education - is tied together by two questions: a) What is an education for?, and b) How might we imagine an education individual? These questions are bound by historicall and contemporary context and complexities.