frontier college presentation
TRANSCRIPT
![Page 1: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/1.jpg)
Frontier College – Frontier College – Serving Whom?Serving Whom?
Meeting the Challenges of Evolving Meeting the Challenges of Evolving Canadian FrontiersCanadian Frontiers
By:By:Carla Ralph, Noriko Sakamoto and Mike WindsorCarla Ralph, Noriko Sakamoto and Mike Windsor
![Page 2: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/2.jpg)
BeginningsBeginnings““Education must be obtainable on the farm, in the bush, on Education must be obtainable on the farm, in the bush, on the railway, and in the mine. We must educate the whole the railway, and in the mine. We must educate the whole family wherever their work is, wherever they earn their family wherever their work is, wherever they earn their
living; teaching them how to earn and at the same time how living; teaching them how to earn and at the same time how to grow physically, intellectually, and spiritually.... This is the to grow physically, intellectually, and spiritually.... This is the
real education. This is the place of a true university." real education. This is the place of a true university."
Alfred Fitzpatrick, University in Overalls, 1920Alfred Fitzpatrick, University in Overalls, 1920
![Page 3: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/3.jpg)
Alfred Fitzpatrick, Founder • Nova Scotia immigrant farmer’s
son• Queen's University graduate and
Presbyterian minister • Influenced by Dewey's ideas on
life-long learning and the education-democracy connection.
• Founded Reading Camp Association, 1899 (later named Frontier College).
• Goal – to integrate immigrants in camps into vision of a Canadian citizen
• Advocated for university extension programs
![Page 4: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/4.jpg)
Laborer-Teacher (LT)• Main staple of
program-work all day – teach at night
• University Volunteers to set example and provide guidance
• Appeal to needs of new immigrants to encourage participation
Norman Bethune (LT): Attracted to physical challenges and service ideals, Bethune applies to Toronto’s Reading Camp Association to work as a LT in an Ontario lumber camp for 10 hours a day, 6 days a week and provide 1-2 hours of evening schooling.
![Page 5: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/5.jpg)
High Ideals at the Start
“It is high time the great resources of nature should be used not to make the few rich, but to make the many wise” – Alfred Fitzpatrick (Walter, Spring 2003, p. 5)
View a video clip at: http://www.histori.ca/minutes/qt/10188/031_e_lo.mov
![Page 6: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/6.jpg)
• Frontier College was based on idea that basic adult education could redeem an individual
• Through redemption the person would be a better person and more productive in society
• Education was for all society levels • Canada needs participation of all to
function properly and continue current values
![Page 7: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/7.jpg)
Early Struggles• Started as Reading Rooms in Camps• Had trouble finding sponsors and funding –
needed to resort to volunteers• Distrusted by labor organizations – wanted
assimilation of workers into society• Distrusted by employers who did not want
employees distracted by learning
![Page 8: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/8.jpg)
Solutions• Fought labor unrest with refusal to
participate – offer alternatives• Gained trust of employers through
hard working laborer-teachers• Gained trust of workers by
addressing immediate concerns while work alongside them – respect greatly valued
![Page 9: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/9.jpg)
Canadianization “If these men are to be turned into safe,
sane and useful citizens it is obviously the duty of some organization to undertake the work of teaching them our language and our laws, and so to educate them that they will take an intelligent interest in Canadian affairs”
Frontier College appeal for funding (Walter, Spring 2003, p.9)
![Page 10: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/10.jpg)
Questioning Original Motives• Frontier College was highly focussed
on developing Canadians according to Fitzpatrick’s own ideals
• Immigrants were sorted by their place of origin and rated according to work habits and personal traits
• Women were largely ignored – not seen as having any place within the work camps
![Page 11: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/11.jpg)
Contextual AnalysisContextual Analysis
““Frontier College Frontier College has survived depression has survived depression and war, government cutbacks and and war, government cutbacks and
government competition, an ever-changing government competition, an ever-changing definition of work, and the shifting definition of work, and the shifting frontiersfrontiers of need from the labour camps of black flies of need from the labour camps of black flies
and long hours to the urban and long hours to the urban frontiersfrontiers of of grinding poverty and hopelessness” (original grinding poverty and hopelessness” (original
emphasis) (Morrison, 1999)emphasis) (Morrison, 1999)
![Page 12: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/12.jpg)
Time of Transitions
• As labour camps faded, FC shifted its vision to include immigrant farm workers, and the urban poor.
• The FC’s ‘frontier’ shifted from actual camps outside of mainstream society to the ‘new frontiers’ faced by recent immigrants and those rejected by society.
![Page 13: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/13.jpg)
Philosophy TransitionPhilosophy TransitionFrontier College - Our Mission Frontier College - Our Mission
Frontier College is a Canada-wide, volunteer-based, literacy Frontier College is a Canada-wide, volunteer-based, literacy organization. We teach people to read and write and we nurture organization. We teach people to read and write and we nurture
an environment favorable to lifelong learning. Since 1899, we have an environment favorable to lifelong learning. Since 1899, we have been reaching out to people wherever they are and responding to been reaching out to people wherever they are and responding to their particular learning needs. We believe in literacy as a right their particular learning needs. We believe in literacy as a right
and we work to achieve literacy for all.and we work to achieve literacy for all.(Frontier College Website)(Frontier College Website)
![Page 14: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/14.jpg)
Initial Philosophy
Although there were elements of self-direction, FC practiced a Liberal philosophy approach evidenced by:
• Male dominated LTs of British descent.
• Teacher-directed curriculum.• Canadianization of immigrants.
![Page 15: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/15.jpg)
Philosophical Transition As the college adapted to societal change, it
gradually shifted its philosophy to a Humanistic approach evident by these mission statements:
• “We value innovation and encourage people to bring us new ideas about learning.”
• “Students decide what they want to learn and how they want to learn it. Tutors help them do this.”
• “Training others in setting up similar programs or in developing their own.”
![Page 16: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/16.jpg)
FC’s Student Centred Individualized Learning (SCIL)• The SCIL tutors students by incorporating
their life experience into learning situations utilizing students’ strengths not their deficiencies.
• The student, assisted by the tutor, designs a curriculum based on what the student wants to learn.
![Page 17: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/17.jpg)
Common Philosophical Thread• Since conception, moderate Radical
undertones have persisting. • The social-economic disadvantaged have
been accepted and encouraged to academically, socially, and economically progress.
• The Radical dynamic has always been within the confinements of the dominate philosophy.
![Page 18: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/18.jpg)
Socio-Economic Forces:Socio-Economic Forces: ““Beating the Streets” and the OddsBeating the Streets” and the Odds
![Page 19: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/19.jpg)
“Now in its 98th year, the laborer-teacher program is just one of the many efforts undertaken by the 10,000 volunteers of the Frontier College, Canada’s self-styled ‘university in overalls.’ Among Frontier’s most prominent programs are roughly 700 ‘reading circles’ that encourage parents and children to work together on literacy skills; Beat the Street, which focuses on the homeless youth in downtown Toronto; and the Prison Literacy Program, in which university students work one-on-one with inmates of prisons and jails.” (Kuitenbrouwer, 1997)
![Page 20: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/20.jpg)
Corporate Sponsors In 2004 Microsoft grants FC $104,000US
to close computer literacy gap – to prepare people for work and to become good employees:
“In taking part in the program like that, they’re also learning how to attend a program regularly and participate...To show up, to call when they’re not coming..” (Schick, 2004)
![Page 21: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/21.jpg)
Other Projects• Prison Literacy Initiative – Across Canada• First Nations Education – keeping cultural identity
Reading Circles for Children and Families• After School Programs and Homework Clubs• Independent Learning for Adults with Disabilities• Labrador Community Initiative • Labourer-Teachers for migrant farm workers in
rural areas• And much more
![Page 22: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/22.jpg)
The Final FrontierThe Final Frontier Has FC achieved its mission?Has FC achieved its mission?
![Page 23: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/23.jpg)
“We teach people to read and write …” (Frontier College Mission)
• Generally, FC literacy programs have demonstrated the ideals of authenticity, self-direction, and empowerment.
• FC’s mandate attempts to make these ideals available to those marginalized like immigrants, inmates, or struggling inner city school students.
![Page 24: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/24.jpg)
“… and we nurture an environment favorable to lifelong learning.”
(Frontier College Mission)• As workers, citizens, or just people
attempting read a driver’s manual, people need to be literate.
• Frontier College requires its LTs to get acquainted with the students before working with the students in designing unique individualized learning plans.
![Page 25: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/25.jpg)
“We believe literacy is a right and we work to achieve literacy for all.”
(Frontier College Mission)
• In carrying out its mission, FC has demonstrated since conception that has lived up to its values in attempting to empower people.
• As society continues to change, FC has proven its ability and willingness to successfully adapt.
![Page 26: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/26.jpg)
ReferencesReferences
![Page 27: Frontier college presentation](https://reader033.vdocuments.mx/reader033/viewer/2022052700/55a1ad7d1a28abda798b4692/html5/thumbnails/27.jpg)
• Basok, Tanya (2004). Post-national citizenship, social exclusion and migrants rights: Mexican seasonal workers in Canada. Citizenship Studies, Vol. 8, No. 1, pp. 47-67.
• Burnet, Jean (1981). Frontier college. Winter, Vol. 3 No. 1.• Freeman, Matt (1994 -1995). Canadian group confronts distance and diversity.
Reading Today, Vol. 12, Issue 13.• Frontier college (n.d.). Retrieved June 3, 2005, from
http://www.frontiercollege.ca• Kuitenbrouwer, Peter (1997). The learning fields. Maclean’s Vol. 110, Issue 33.• Morrison, James H. (1999). Black flies, hard work, low pay. Beaver, 00057517,
Vol. 79 Issue 5.• Murphy, Matthew (2000). Authenticity, literacy and frontier college: a
philosophical report. Retrieved June 23, 2005, from Laurentian University websitehttp://www.laurentian.ca/mahumanities/english/events/practicumcolloquium/2004/reports2004_files/murphy_matt.htm
• Pearpoint, Jack & Forest, Marsha (1990). Beat the street: an urban literacy program. Convergence Vol. 23, Issue 1.
• Walter, Pierre (2003). Adult literacy education on the Canadian frontier. Adult Basic Education Vol. 13, No. 1, pp. 3-18.
• Walter, Pierre (2003). Literacy, imagined nations and imperialism: frontier college and the construction of British Canada, 1899-1933. Adult Education Quarterly, Vol. 54, No.1, pp. 42-58.
• Welton, Michael R. (1991). Dangerous knowledge: Canadian workers’ education in the decades of discord. Studies in the Education of Adults, Vol. 23, Issue 1.