Catherine Gidney – författare

Taking a social and cultural history approach, Gidney argues that for much of the twentieth century a liberal Protestant establishment imparted its own particular vision of moral and intellectual purpose to denominational and non-denominational campuses alike. Examining administrators'' pronouncements, the moral regulation of campus life, and student religious clubs, she demonstrates that Protestant ideals and values were successfully challenged only in the post-World War II period when a number of factors, including a loosening of social mores, a more religiously diverse student body, and the ascent of the multiversity finally eroded Protestant hegemony. Only in the late 1960s, however, can one begin to speak of a university whose public voice was predominantly secular and where the voice of liberal Protestantism had been reduced to one among many.

From beauty pageant protests to fire bombings of pornographic video stores, emotions are a powerful but often unexamined force underlying feminist activism. They are at play in the experiences of injustice, exclusion, caring, and suffering that have fed women's commitment to building and sustaining a new world.Feeling Feminism examines the ways in which emotions such as anger, rage, joy, and hopefulness influenced second-wave feminis action and theorizing across Canada. Drawing on affect theory to convey the passion, sense of possibility, and collective political commitment that have characterized feminism, the contributors to this volume reveal its full impact on contemporary Canada and highlight the contested, sometimes exclusionary nature of the movement itself.Insights from gender and women's studies, cultural and literary theory, social psychology, and sociology infuse Feeling Feminism as the contributors explore how emotions shaped and nourished feminist activism. More generally, they demonstrate the power of emotions, desires, and actions to transform the world.

From beauty pageant protests to fire bombings of pornographic video stores, emotions are a powerful but often unexamined force underlying feminist activism. They are at play in the experiences of injustice, exclusion, caring, and suffering that have fed women's commitment to building and sustaining a new world.Feeling Feminism examines the ways in which emotions such as anger, rage, joy, and hopefulness influenced second-wave feminis action and theorizing across Canada. Drawing on affect theory to convey the passion, sense of possibility, and collective political commitment that have characterized feminism, the contributors to this volume reveal its full impact on contemporary Canada and highlight the contested, sometimes exclusionary nature of the movement itself.Insights from gender and women's studies, cultural and literary theory, social psychology, and sociology infuse Feeling Feminism as the contributors explore how emotions shaped and nourished feminist activism. More generally, they demonstrate the power of emotions, desires, and actions to transform the world.

In the early twentieth century, university administrators and educators regarded bodily health as a marker of an individual’s moral and mental strength and as a measure of national vitality. Beset by social anxieties about the physical and moral health of their students, they introduced compulsory health services and physical education programs in order to shape their students’ character. Tending the Student Body examines the development of these health programs at Canadian universities and the transformation of their goals over the first half of the twentieth century from fostering moral character to promoting individualism, self-realization, and mental health.Drawing on extensive records from Canadian universities, Catherine Gidney examines the gender and class dynamics of these programs, their relationship to changes in medical and intellectual thought, and their contribution to ideas about the nature and fulfilment of the self. Her research will be of interest to historians of medicine, gender, sport, and higher education.

In the early twentieth century, university administrators and educators regarded bodily health as a marker of an individual’s moral and mental strength and as a measure of national vitality. Beset by social anxieties about the physical and moral health of their students, they introduced compulsory health services and physical education programs in order to shape their students’ character. Tending the Student Body examines the development of these health programs at Canadian universities and the transformation of their goals over the first half of the twentieth century from fostering moral character to promoting individualism, self-realization, and mental health.Drawing on extensive records from Canadian universities, Catherine Gidney examines the gender and class dynamics of these programs, their relationship to changes in medical and intellectual thought, and their contribution to ideas about the nature and fulfilment of the self. Her research will be of interest to historians of medicine, gender, sport, and higher education.

Where did these symbols come from, what do they mean, and how have their meanings changed over time? Symbols of Canada offers everyone new insight into the real and surprising truths behind icons of identity. It reveals a contentious and often contested histories. With over 150 images, this book thoroughly explores Canada's true self

As the South African War reached its grueling end in 1902, colonial interests at the highest levels of the British Empire hand-picked teachers from across the Commonwealth to teach the thousands of Boer children living in concentration camps. Highly educated, hard working, and often opinionated, E. Maud Graham joined the Canadian contingent of forty teachers. Her eyewitness account reveals the complexity of relations and tensions at a controversial period in the histories of both Britain and South Africa. Graham presents a lively historical travel memoir, and the editors have provided rich political and historical context to her narrative in the Introduction and generous annotations. This is a rare primary source for experts in Colonial Studies, Women’s Studies, and Canadian, South African, and British Imperial History. Readers with an interest in the South African War will be intrigued by Graham’s observations on South African society at the end of the Victorian era.

A Canadian woman shares her story of traveling to South Africa to teach Boer children in concentration camps following the South African War.As the South African War reached its grueling end in 1902, colonial interests at the highest levels of the British Empire hand-picked teachers from across the Commonwealth to teach the thousands of Boer children living in concentration camps. Highly educated, hard working, and often opinionated, E. Maud Graham joined the Canadian contingent of forty teachers. Her eyewitness account reveals the complexity of relations and tensions at a controversial period in the histories of both Britain and South Africa. Graham presents a lively historical travel memoir, and the editors have provided rich political and historical context to her narrative in the Introduction and generous annotations. This is a rare primary source for experts in Colonial Studies, Women''s Studies, and Canadian, South African, and British Imperial History. Readers with an interest in the South African War will be intrigued by Graham''s observations on South African society at the end of the Victorian era."A fascinating perspective on the country. . . . Graham''s account will help others understand how the British and English-speaking Canadians in South Africa perceived Boers and native southern Africans at the turn of the twentieth century, and her descriptions reveal details about everyday life in South Africa at an important moment of transition.... Graham''s book represents the perspective of a well-embedded outsider reporting to far-removed readers, rather than that of a female teacher involved in international or imperial education." —Benjamin Bryce, Historical Studies in Education"Recommended for those who wish to learn more about South African history and early race relations or tensions. Graham''s opinionated writing will amuse and interest those researching women''s studies." —Amy L. Crofford, African Studies Quarterly, Volume 16

A Canadian woman shares her story of traveling to South Africa to teach Boer children in concentration camps following the South African War.As the South African War reached its grueling end in 1902, colonial interests at the highest levels of the British Empire hand-picked teachers from across the Commonwealth to teach the thousands of Boer children living in concentration camps. Highly educated, hard working, and often opinionated, E. Maud Graham joined the Canadian contingent of forty teachers. Her eyewitness account reveals the complexity of relations and tensions at a controversial period in the histories of both Britain and South Africa. Graham presents a lively historical travel memoir, and the editors have provided rich political and historical context to her narrative in the Introduction and generous annotations. This is a rare primary source for experts in Colonial Studies, Women''s Studies, and Canadian, South African, and British Imperial History. Readers with an interest in the South African War will be intrigued by Graham''s observations on South African society at the end of the Victorian era."A fascinating perspective on the country. . . . Graham''s account will help others understand how the British and English-speaking Canadians in South Africa perceived Boers and native southern Africans at the turn of the twentieth century, and her descriptions reveal details about everyday life in South Africa at an important moment of transition.... Graham''s book represents the perspective of a well-embedded outsider reporting to far-removed readers, rather than that of a female teacher involved in international or imperial education." —Benjamin Bryce, Historical Studies in Education"Recommended for those who wish to learn more about South African history and early race relations or tensions. Graham''s opinionated writing will amuse and interest those researching women''s studies." —Amy L. Crofford, African Studies Quarterly, Volume 16

Historians, veterans, museums, and public education campaigns have all documented and commemorated the experience of Canadians in times of war. But Canada also has a long, rich, and important historical tradition of resistance to both war and militarization. This collection brings together the work of sixteen scholars on the history of war resistance. Together they explore resistance to specific wars (including the South African War, the First and Second World Wars, and Vietnam), the ideology and nature of resistance (national, ethical, political, spiritual), and organized activism against militarization (such as cadet training, the Cold War, and nuclear arms). As the federal government continues to support the commemoration and celebration of Canada's participation in past wars, this collection offers a timely response that explores the complexity of Canada's position in times of war and the role of social movements in challenging the militarization of Canadian society.