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B.A., B.Ed., M.A. (Toronto), Ph.D. (Ottawa)
Dr. Di Mascio joined the School of Education in 2011. He is an educational historian whose research concerns the origins and development of mass schooling. He is particularly interested in the intersection of educational history and politics, and its potential contributions to informed public policy. He currently teaches courses on the foundations of the teaching profession, education policy, and the history of education at both the undergraduate and graduate levels.
Dr. Di Mascio’s research is centred on the history of education. He has published numerous articles and has presented at national and international conferences on topics that range from the making of school of legislation to the material culture of classrooms. He is the author of The Idea of Popular Schooling in Upper Canada: Print Culture, Public Discourse, and the Demand for Education (McGill-Queen’s University Press, 2012), which examines the origins of schooling in Upper Canada in the late eighteenth and early nineteenth centuries. Since arriving at Bishop’s, he has focused his research on the history of Quebec education and its relevance to ongoing policy debates. In 2012, he was awarded a three-year grant from the Fonds de recherche du Québec – Société et culture to support research on the history of cross-border schooling in Quebec and Vermont. He is currently building on that research in a study funded by the Social Sciences and Humanities Research Council of Canada that examines American influences on the development of education in Quebec.
(2012). The Idea of Popular Schooling in Upper Canada: Print Culture, Public Discourse, and the Demand for Education. Montreal and Kingston: McGill-Queen’s University Press.
(2017). “The Struggle for a Profession: Teacher Education in Quebec.” In Theodore Michael Christou (ed.), The Curriculum History of Canadian Teacher Education (London: Routledge), 111-124.
(2016). “Citizenship Education in Canada, Past and Present.” In Catherine Broom (ed.), Youth Civic Engagement and Disengagement in a Globalized World (London: Palgrave MacMillan), 15-36. (With Catherine Broom and Douglas Fleming).
(2015). “The Emergence of Academies in the Eastern Townships of Lower Canada and the Invisibility of the Canada-U.S. Border.” Historical Studies in Education / Revue d’histoire de l’éducation 27 (2): 78-94.
(2015). “Do Historians of Education Matter? Some Troubling Answers from Four Recent Documentary Films on School Reform.” History of Education Researcher 95 (1): 5-12.
(2014). “Representations of Aboriginal Peoples in the Quebec History and Citizenship Education Curriculum: Preliminary Findings from Secondary School Textbooks.” Citizenship Education Research Journal / Revue de recherche sur l’éducation à la citoyenneté 4 (1): 70-79.
(2013). “Cross-Border Schooling and the Complexity of Local Identities in the Quebec-Vermont Borderland Region: A Historical Analysis.” Journal of Eastern Township Studies / Revue d’études des Cantons-de-l’Est 41: 37-54.
(2013). “The Unofficial Federal School Curriculum in Canada: Issues and Implications for Quebec Education.” Canadian Social Studies 46 (1): 15-30.
(2012). “Beyond Church and State: Rethinking Who Knew What When About Residential Schooling in Canada.” First Peoples Child and Family Review 7 (2): 85-96.
(2012). “Material Culture and Schooling: Possible New Explorations in the History of Canadian Education.” Material Culture Review / Revue de la culture matérielle 76: 82-92.
(2011). “Residential Schooling in the Arctic: A Historical Case Study and Perspective.” Native Studies Review 20 (2): 31-50. (With Leigh Hortop-Di Mascio).
(2010). « Outils pédagogiques au service de l’identité nationale. » Cap-aux-Diamants: La revue d’histoire du Québec 103: 42-43.
(2010). “Educational Discourse and the Making of Educational Legislation in Early Upper Canada.” History of Education Quarterly 50 (1): 34-54.
(2009). “The Canadian Century Research Infrastructure: Enabling Humanities and Social Science Research in the Digital Age.” Digital Studies / Le champ numérique 1 (2). (With Adam J. Green).
(2007). “Forever Divided? Assessing the ‘National’ Question and the Governance in Education Through a Re-examination of Quebec’s 1789 Report on Education.” McGill Journal of Education / Revue des sciences de l’éducation de McGill 42 (3): 463-472.