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6481.More information
This article examines Canadian policy regarding both prisoners of war and the 1929 Geneva Convention during the Second World War. It shows that Canadian authorities made efforts to comply with international standards for the detention of enemy prisoners detained on its territory and maintained constructive relations with the “neutral” Swiss authorities and humanitarian organizations assisting the captives. By engaging in such humanitarian diplomacy, the Canadian government underscored its status as a signatory of the Geneva Convention, thereby promoting its sovereignty on the international stage.
Keywords: Prisonniers de guerre, Convention de Genève, droit international, diplomatie humanitaire, William Lyon Mackenzie King, relations canado-britanniques, War Prisoners, Geneva Convention, International Law, Humanitarian Diplomacy, William Lyon Mackenzie King, Canada-Britain Relations
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6482.More information
This article analyses narratives set against the backdrop of collective trauma, such as Bernice Eisenstein’s I Was a Child of Holocaust Survivors (2006), Catherine Mavrikakis’ Le Ciel de Bay City (2008), and MarieCélie Agnant’s Le livre d’Emma (2004). Building upon the definition of pain as the “physical life of a story” (Ahmed 2004), it offers a reflection on the relationships between the pain experienced by others, the body and a traumatic history. Ultimately, it comes down to considering a feminist politics of pain.
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6490.More information
Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.
Keywords: history of education, educational research, applied history of education, policy, historia de la educación, investigación educativa, historia aplicada de la educación, política, histoire de l’éducation, recherche en éducation, histoire appliquée de l’éducation, politique