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Coles Cold War Classrooms: Global Insecurity and Postwar Public Education in Ontario at Bayshore Shopping Centre in Ottawa, ON
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The early Cold War sparked intense debate in Canada over how to prepare children for a divided and dangerous world. The exposure of a Soviet spy ring in Ottawa in 1946 and the Union of Soviet Socialist Republics' atomic bomb test in 1949 made the twin threats of communism and nuclear war feel dangerously close to home. In this compelling history Frank Clarke explores how Ontario educators and policymakers channelled fears of infiltration and subversion into divisive citizenship education designed to instill loyalty to espoused Western values.
Cold War Classrooms shows how protecting children – physically and ideologically – became a preoccupation in Ontario’s postwar schools. While civil defence drills prepared students for nuclear attack, citizenship education promoted ideals of democracy, capitalism, Christianity, and the nuclear family. But the project was marked by tensions from the start: drills meant to reassure often heightened fear; democratic rhetoric coexisted uneasily with restrictions on civil liberties; religious education divided communities; and nuclear deterrence raised troubling questions about peace and security. There were, additionally, dissenters to the supposed Cold War consensus: anti-war activists whose ranks included teachers and parents; teachers who denounced calls for loyalty oaths; and students who protested nuclear weapons, foreshadowing the 1960s movements against war, nuclear proliferation, and social injustice.
From the Cold War to the war in Gaza, international conflicts force schools to confront questions of free expression, belonging, and political division. Cold War Classrooms brings vital historical perspective to these enduring debates.
The early Cold War sparked intense debate in Canada over how to prepare children for a divided and dangerous world. The exposure of a Soviet spy ring in Ottawa in 1946 and the Union of Soviet Socialist Republics' atomic bomb test in 1949 made the twin threats of communism and nuclear war feel dangerously close to home. In this compelling history Frank Clarke explores how Ontario educators and policymakers channelled fears of infiltration and subversion into divisive citizenship education designed to instill loyalty to espoused Western values.
Cold War Classrooms shows how protecting children – physically and ideologically – became a preoccupation in Ontario’s postwar schools. While civil defence drills prepared students for nuclear attack, citizenship education promoted ideals of democracy, capitalism, Christianity, and the nuclear family. But the project was marked by tensions from the start: drills meant to reassure often heightened fear; democratic rhetoric coexisted uneasily with restrictions on civil liberties; religious education divided communities; and nuclear deterrence raised troubling questions about peace and security. There were, additionally, dissenters to the supposed Cold War consensus: anti-war activists whose ranks included teachers and parents; teachers who denounced calls for loyalty oaths; and students who protested nuclear weapons, foreshadowing the 1960s movements against war, nuclear proliferation, and social injustice.
From the Cold War to the war in Gaza, international conflicts force schools to confront questions of free expression, belonging, and political division. Cold War Classrooms brings vital historical perspective to these enduring debates.
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