English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Cet article entend projeter une image plus précise des institutrices ayant travaillé dans les écoles de campagne du Bas-Canada de 1825 à 1860. On y soutient que le processus de féminisation du métier d'enseignant a été trop rapidement attribué aux maigres salaires consentis à de toutes jeunes filles, jugées à tort inexpérimentées, incompétentes et passives. Appuyée sur des sources nouvelles, l'analyse révèle un processus plus complexe qui s'amorce très tôt au Québec, dès le premier tiers du XIXe siècle, et qui tient davantage des difficultés financières et des préférences des communautés locales, de l'appropriation du métier par les institutrices, du retrait des hommes de l'enseignement primaire et des politiques des autorités scolaires. Possédant souvent une expérience de plusieurs années ainsi qu'une formation jugée adéquate et manifestant un réel souci d'améliorer leurs connaissances et leur pratique, les institutrices rurales ont apporté une contribution essentielle à l'entreprise de scolarisation de l'ensemble de la jeunesse bascanadienne.This article wishes to draw a more accurate portrait of the women who taught in the rural schools of Lower Canada between 1825 and 1860. It argues that the feminization of teaching has been ascribed too rapidly to the lower salaries paid to very young girls, who were wrongly perceived as inexperienced, incompetent and passive. Based on new sources, this study presents feminization as a more complex process, which began in Quebec as early as the first third of the 19th century, and which is more contingent on factors such as the preferences and financial difficulties of the local communities, the appropriation of the occupation by women, the withdrawal of men from elementary school teaching and the politics of local school authorities. Having often acquired several years of experience as well as what was deemed to be adequate training, genuinely concerned with the improvement of their knowledge and skills, women rural school teachers have made an essential contribution to the schooling of youth in Lower Canada

Les institutrices rurales du Bas-Canada : incompétentes et inexpérimentées?