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Abstract
This article focuses on the experiences of women teachers in the city of St. John’s between the 1920s and the 1940s. Although their daily work was influenced by many social forces, including those of religion, class, colonialism, and gender, women teachers were positioned as curriculum and pedagogical experts in city schools. They also found spaces to contribute their expertise more broadly to teacher training and education policy-making in Newfoundland during this era. Résumé Cet article examine les expériences d’enseignantes de la ville de St. John’s entre les années 1920 et les années 1940. Même si elles subissaient dans leur travail quotidien l’influence de nombreuses forces sociales, dont celle de la religion, de la classe, du colonialisme et du sexe, les femmes enseignantes faisaient figure d’expertes en programmes d’études et en pédagogie dans les écoles de la ville. Elles trouvaient aussi des lieux où elles pouvaient mettre plus largement leur expertise au service de la formation des enseignants et de l’élaboration des politiques en matière d’éducation à Terre-Neuve pendant cette époque.Copyright for articles published in this journal is retained by the author(s), with Acadiensis being granted a non-exclusive licence to each and every right in the work throughout the world. After publication of the work, the author(s) shall have the right to self-archive the work and to reprint the work in whole or in part in books authored by or edited by the author(s) without the payment of any fee. In these other formats, however, the author or authors are required to acknowledge the original publication of the work in the pages of the journal. In the case of any requests to reprint the work, Acadiensis will require a standard permission fee -- to be divided equally between the journal and the author. In the event that such requests are received by the author(s), the author(s) shall direct such requests to the journal.