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In the mid-1930s, in the midst of economic depression, social turmoil and political upheaval, the province of Alberta introduced an innovative progressive school curriculum, consisting of the “enterprise” approach and the replacement of history courses with Social Studies. Historians who have examined this revision, like Robert Patterson, assert that the curriculum was never seriously implemented, particularly in the rural schools of the province. They argue that young and inexperienced teachers with few teaching resources were simply not up to the task of putting the child-centred, project-based program into effect. This paper argues that rural teachers, not inhibited by many elements of what Tyack and Cuban call “the grammar of schooling,” were actually well placed to implement hands-on, subject-integrated and student-directed learning activities. An examination of a range of primary source material, including teacher memoirs, newspaper accounts and Department of Education correspondence, indicates that rural teachers, though they faced considerable challenges in fully implementing progressive curriculum reforms, adopted and adapted teaching practices they saw as relevant and useful for the students in their classrooms. Resume Au milieu des annees 1930, dans un contexte de crise economique, d’agitation sociale et de bouleversement politique, la province d’Alberta introduisit un programme d’etudes progressiste et innovateur, caracterise par l’approche « entreprenariale » et le remplacement des cours d’histoire par les sciences sociales. Des historiens qui ont etudie ce changement, comme Robert Patterson, maintiennent que le programme d’etudes n’a jamais ete veritablement mis en oeuvre, particulierement dans les ecoles rurales de la province. Ils affirment que de jeunes enseignants inexperimentes, travaillant avec peu de ressources pedagogiques, n’etaient tout simplement pas en mesure d’appliquer le programme oriente vers des projets centres sur l’enfant. Cet article soutient que les enseignants des ecoles rurales n’etaient pas limites par plusieurs elements de ce que Tyack et Cuban appellent « la grammaire de l’enseignement », mais qu’ils etaient plutot bien places pour mettre en pratique la transmission des savoirs basee sur l’integration des matieres et l’apprentissage individuel. Notre etude d’un corpus de sources primaires comprenant les memoires d’enseignants, des journaux et la correspondance du Departement de l’education revele que les instituteurs ruraux, bien qu’ils aient affronte des defis importants dans la mise en oeuvre des reformes, ont su adopter et adapter dans leurs classes les pratiques pedagogiques qu’ils trouvaient pertinentes et utiles pour leurs eleves.

Implementing Progressive Education in Alberta's Rural Schools