OISE

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OISE/UT is one of the World's leading faculties of education, dedicated to the establishment of a learning society through outstanding research and practice.

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Public attitudes toward education in Ontario 1978: The OISE survey report
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1978) Livingstone, D.W.
This first OISE/UT survey is an effort to determine the educational concerns of Ontarians. It is based on the assumption that in a democratic society everything possible should be done to enhance the public's collective awareness of its own policy preferences, as a basis for representative decision-making. The survey looks at the relation of education to other public issues, satisfaction with the schools, the social role of schools, educational financing, curricular objectives, freedom and authority within the school, and the politics of education. Despite a stagnant economy and declining enrolments, the survey finds that education appears to have retained its importance as a policy priority in the minds of the Ontario public over the past five years. There is a high degree of satisfaction with school services in general, even though few people now see the quality of education as improving and there are many complaints over specific concerns such as student discipline problems and education taxes.
Public attitudes toward education in Ontario 1979: Second OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1980) Livingstone, D.W.; Hart, Doug
This second OISE/UT survey finds that the growing crisis of the Ontario education system in the late 1970s is reflected in the public's low overall assessment of educational services. In the late 1970s, only a minority has been satisfied with various specific aspects of public education or has perceived any improvement in education. Over the 1978-79 period, even general satisfaction with the school system considered in its most abstract terms has declined markedly to include only a bare majority of the public, so that the overall public assessment of educational services may well be at a post-war low. The crisis and the associated decline in the general level of satisfaction with the existing educational services also appear to have led to an increasing tendency among the Ontario public to rank educational concerns as first-order priorities for public funds. Among major policy areas, only health and medical care is regarded as a higher priority by the general public. In this context of growing dissatisfaction with education and a consequent increasing relative priority for improving educational services, the public's general curriculum objectives are quite clear. There is widespread support for a broad range of curricular goals to be pursued in schools. But, without reducing the range of objectives, the public definitely want basic reading, writing and number skills given top priority at and elementary level, and in increasing proportion, also want occupational preparation emphasized at the high school level. The survey looks at: the relation of education to other public priorities, the public's overall assessment of education, curricular goals, sex education, French language instruction, school organization, school and work, educational finance, the politics of education, and declining enrolment.
Public attitudes toward education in Ontario 1980: Third OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1981) Livingstone, D.W.; Hart, Doug
This third OISE Survey finds that the Ontario education system appears to have reached a turning point. Most evidently—in response to declining enrollments, a fiscal crisis, and even more fundamental factors such as growing drop-out and youth unemployment rates—major educational policy initiatives are now underway to reorganize a number of the main components of this system. The downward trend in the Ontario public’s overall satisfaction with education appears to have stabilized for the moment. Such stabilization does not appear to be the result of any public perception of improving quality of educational services, but may rather be a consequence of Ontarians having become more attentive to educational problems and more generally conscious of the difficulty of educators doing any better under existing resource and organizational constraints. The survey looks at: the public’s overall assessment of education, the relation of education to other public priorities, funding priorities within education, curricular goals, equal educational opportunities, school organization, schooling and work, and the politics of education.
Public attitudes toward education in Ontario 1982: Fourth OISE survey
(Institute for Studies in Education of the University of Toronto (OISE/UT), 1983) Livingstone, D.W.; Hart, Doug; Davie, Leslie
This fourth OISE Survey was conducted in the context of an economic recession later claimed by political and economic leaders in Canada and throughout the advanced industrial societies to be the most serious since the 1930s. In this situation, the general public appears to be reaffirming rather than rejecting a faith in education as a vital means for coping with the future. In Ontario, as in the US and elsewhere in the advanced industrial world, this popular faith in the capacity of education is expressed in the high fiscal priority desired for public education and job training in relationship to many other pressing needs for government spending. This faith in education is further indicated in Ontario by overwhelming support for increasing or at least maintaining the current amount of public educational expenditure in relation to the rate of inflation. This survey looks at: public satisfaction, educational funding, accessibility, educational decisions, labour force requirements, skill requirements, education and unemployment, curricular goals, curricular objectives, and curricular content.
Class Structure and Class Consciousness in the Current Crisis
(1983-06) Livingstone, D. W.
The purpose of this paper is to offer an empirical assessment of levels of subjective class consciousness during the current economic slump in a particular advanced capitalist setting, Canada's industrial heartland of Ontario. First, a very brief historical materialist account of the changing class composition of advanced capitalist societies in the twentieth century is offered, objective class positions are outlined in terms of relations of production distinctions, and quantitative estimates of the distribution of such class positions in the Ontario population in 1978, 1980 and 1982 are made. Secondly, the current period is presented as one of organic crisis in which unsettled relations among major class and other social forces are associated with heightened ideological disputes. The general form of current ideological discourse is briefly characterized to contextuate the specific study of expressions of class consciousness. Then a conception of levels of class consciousness is specified, including class identity, opposed class interests, and hegemonic visions. Levels of class consciousness and recent changes therein among both the general adult population and those in different objective class positions are estimated on the basis of views expressed in 1978, 1980 and 1982 opinion surveys.
Collective pilgrimage
(Centre for Women's Studies in Education, 1985) O'Brien, Mary
Public attitudes toward education in Ontario 1984: Fifth OISE Survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1985) Livingstone, D.W.; Hart, Doug; Davie, Lynn
In this fifth OISE survey, a popular faith in the capacity of education has been indicated by respondents' consistently high priority for education in relation to many other pressing needs for government spending. The survey found that while the vast majority of Ontarians have expressed support for at least maintaining public educational expenditures at current levels since the late 1970s, an increase since 1982 of the proportion favouring increased expenditure on all levels of formal education may be indicative of a growing popular recognition of the importance of education. Public perceptions of the quality of education in Ontario high schools have remained divided over the last decade, with a plurality seeing quality deteriorating. The Ontario public is similarly divided on several of the major financial reallocation measures which are under active consideration for the school system. There continues to be a strong majority perception that the higher education system generally offers equal opportunities to students from all family backgrounds. With regard to the general matter of who should be responsible for making decisions about formal education, the Ontario public is divided on most of the major issues surveyed. The survey addresses topics in the following areas: opinion surveys, educational change, quality assessment, educational funding, educational access, equal opportunities, educational decision-making, curricular priorities, curricular content, schooling and work, and adult education.
Towards a Feminist Standpoint in Psychology
(Centre for Women's Studies in Education, 1985-11-04) Wine, Jeri
Between two chairs and loving it
(Centre for Women's Studies in Education, 1986-01-03) Eichler, M.
Women's struggles in Nigeria
(Centre for Women's Studies in Education, 1986-01-03) Elabor-Idemudia, Patience
Psyching women out
(Centre for Women's Studies in Education, 1986-02-03) Caplan, Paula
Feminism and the malepractice of sociology
(Centre for Women's Studies in Education, 1986-03-03) Smith, Dorothy
The chaos of subjectivity as the ordered home of objectivity
(Centre for Women's Studies in Education, 1986-04-07) Rockhill, Kathy
Fieldwork in Feminism: Personal Evolution in using Feminist Methodology in Research
(Centre for Women's Studies in Education, 1986-11-04) Salaff, Janet
Developing a Feminist Analysis on Aging
(Centre for Women’s Studies in Education, 1986-12-01) Neysmith, Sheila
Public attitudes toward education in Ontario 1986: Sixth OISE survey
(Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 1987) Livingstone, D.W.; Hart, Doug; Davie, Lynn
This sixth OISE/UT survey finds that the Ontario public sees a prevalent historical trend in the job market in regard to increasing levels of skills necessary for employment, and the survey indicates that Ontarians believe that this trend will continue, with increasing proportions of future jobs requiring post-secondary education. Although there is very widespread perception of a current surplus of university graduates for the available jobs, this is generally seen as a less serious educational problem than the large number of people with minimal job skills and educational attainments. While on-the-job training is the preferred, immediate response to unemployment of the unskilled, the public remains more reluctant about the more general and radical option of removing technical and vocational education from the high schools. In spite of consistently expressing a majority view that universities should put more emphasis on job-oriented programs, the Ontario public has also shown growing majority opposition to tying postsecondary enrolment level to the availability of jobs, and similarly general reluctance to restrict access to educational programs are both consistent with the growing support for increased funding for all levels of education. Thus there is little indication in these survey findings that current conditions of unemployment and underemployment have yet shaken an abiding faith in the Ontario public in the capacity of established forms of education to provide a vital means of coping with the future.
Moments of truth: History of a feminist historian
(Centre for Women's Studies in Education, 1987-02-02) Prentice, Alison
The invisible hand: Is it around our throats?: Women and economics
(Centre for Women's Studies in Education, 1987-03-02) Cohen, Marjorie
Social work and aging
(Centre for Women's Studies in Education, 1987-12) Goodman, Ruth
Women, spirituality, and Judaism
(Centre for Women's Studies in Education, 1988-02-01) Brin, Deborah

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