Cultures, Communities, and Conflict: Histories of Canadian Universities and War (2012) Paul Stortz and E. Lisa Panayotidis, editors

In Cultures, Communities, and Conflict: Histories of Canadian Universities and War, Stortz and Panayotidis edit 11 chapters, which explore shifts in Canadian university education in response to war.These chapters explore the relationship between higher education in Canada and war, looking at similarities and differences between student and faculty experiences across various institutions and variations based on different conflicts.Six chapters focus primarily on World War I, two chapters focus on World War II, and the remaining three chapters respectively address academic freedom in war time, compare the Canadian and British university systems during the two world wars, and discuss the effect of the Vietnam War on university education.Five chapters are firmly anchored in discussion of particular campuses during particular wars, while the remaining six chapters explore themes, such as women's participation in higher education, shifts in scientific research and academic freedom, and the development of military technology on multiple campuses throughout multiple wars.Four chapters specifically examine the experience of university students during wartime, five chapters are primarily interested in the experiences and concerns of faculty, and two chapters examine themes that are relevant to both student and faculty, such as the notion of generation and definitions of and responses to imperialism.Overarching themes of this edition include varying responses to and effects of war based on different positions within the university and society more broadly.Each chapter advances a different argument about the nature of relationships between Canadian universities and the experience of war.Moody's investigation of Acadia University in Wolfville, Nova Scotia, at the onset of World War I reveals an institution dedicated to evangelism and committed to social change.This environment prompted both staff and students to be more critical of British actions during the war and to be more concerned with progressive social change in the postwar period.Kulberg argues that the goal of developing forestry into a profession driven by ideals of service to the public resulted in higher than usual enlistments from the University of Toronto's Faculty of Forestry and caused tensions surrounding how to address returning veterans with less than stellar academic records.Quiney contends that over the course of World War I, female undergraduates who were unwilling to do the kind of patriotic service their mothers had done reinvented Red Cross service work.Similarly, over the same period, Quiney claims that faculty became less supportive of appeals to involve students in extended work with the Red Cross, concerned it would interfere with women's academic studies.Pitsula explores tensions at the University of Saskatchewan in Saskatoon, Saskatchewan, during

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