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AtatimewhenCanadiangovernmentsareencouragingthedispersionofimmi-grantsthroughouttheprovincesinanattempttoreduceclusteringinlargemetropolitanareasstudiesofimmigrationoutsideurbancentresarerarex13andstudiesofimmigrantyouthevenrarer.InGettingUsedtotheQuietStaceyWilson-ForsberglooksattheintegrationexperiencesofimmigrantadolescentsinonesmallcityandoneruraltowninNewBrunswickx19sStJohnRiverValleywheretheyouthsx1dndnoearlierimmigrantcommunitieswithsharedculturalbackgrounds.EmphasizingthemesincludingsocialcapitalsocialnetworksandcitizenengagementWilson-Forsberghigh-lightstheteensx19gradualinvolvementintheirnewcommunitiesastheyconfrontthechallengesofdealingwithanunfamiliarenvironmentlearninganewlanguageandreachingouttotheirNewBrunswick-bornpeers.In-depthinterviewswithoverthirtyteensgivereadersnewinsightsintotheintegrationprocess.FocusingonacrucialandunderexploredareaofimmigrationstudiesGettingUsedtotheQuietisavaluableresourceforunderstandingthewaysinwhichnewcomersjoinunfamiliarcommunitiesandhowthecommunitiesinturnrespondtotheirpresence.x1cGettingUsedtotheQuietisengaginglywrittenandtheexcerptsfrominterviewsarerichinformativeandwell-integratedintothethemespresentedbytheauthor.x1dJohnBerryQueenx19sUniversityStaceyWilson-ForsbergisassistantprofessorofHumanRightsandHumanDiversityatWilfridLaurierUniversity.Betweenthe1880sandthe1940schildreninEnglishCanadaencounteredschoolsandschoolsystemsprofoundlydifferentfromtodayx19s.InHowSchoolsWorkedR.D.GidneyandW.P.J.Millarmapthecontoursofthatworldretrievingitfromtheobscuritycreatednotonlybythepassageoftimebutbyfundamentalshiftsinorganizationpedagogicalvaluesandbeliefsabouttheroleofpubliceducation.MovingbeyondtherhetoriconschoolreformthatmarkedtheperiodHowSchoolsWorkedfocusessquarelyonschoolingitself.HowmanychildrenwenttoelementaryorsecondaryschoolhowoftenandforhowlongWhatwastherangeoftheireducationalattainmentsHowweretheirpatternsofattendanceinx1euencedbysocialclassgenderandwheretheylivedWhatandhowweretheytaughtHowweretheyassessedandpromotedfromgradetogradeWhatweretheirteachersx19qualix1dcationsandexperienceWhatweretheirschoolbuildingslikeWhopaidthebillsandhowmuchdidtheypayHowwellorbadlywerechildrenandyoungpeopleservedbytheirschoolsAndhowdidanswerstothesequestionschangeovertimeAsympatheticyetcriticalanalysisHowSchoolsWorkedisaportraitofacomplexenterpriseatwork.GidneyandMillarofferarichunderstandingoftheperiodareappraisalofsomemajordebatesandinsightsintoeducationalissuesthatperplexusstill.x1cHowSchoolsWorkedsetsanewstandardofexcellenceforresearchinthehistoryofCanadianeducation.x1dBrianTitleyUniversityofLethbridgeR.D.GidneyisprofessoremeritusWesternUniversity.W.P.J.Millarisauthororco-authorofnumerousbooksincludingtheaward-winningProfessionalGentlemenTheProfessionsinNineteenthCenturyOntario.39MQUPSPRING2013SPECIFICATIONSMay2013978-0-7735-4000-229.95AUS19.99paper5.5x8.5200pp7bwphotos5diagrams13tablesSimultaneouselectroniceditionavailableSPECIFICATIONSCarletonLibrarySeriesApril2013978-0-7735-3990-734.95AUS22.99paper6.125x9.25616pp17xegures44tablesSimultaneouselectroniceditionavailableIMMIGRATIONSTUDIESSOCIOLOGYnewinpaperGettingUsedtotheQuietImmigrantAdolescentsx19JourneytoBelonginginNewBrunswickCanadastaceywilson-forsbergHowcitizensinsmalltownNewBrunswickmobilizecommunityresourcestoencourageimprovedintegrationofyoungimmigrants.CANADIANHISTORYEDUCATIONnewinpaperHowSchoolsWorkedPublicEducationinEnglishCanada1900x131940r.d.gidneyandw.p.j.millarArichlytexturedstudyofeducationaldevelop-mentsinEnglish-speakingCanadafromthecloseoftheVictorianAgetotheeveofWorldWarII.