Documents found
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282.More information
From the “Prologue” to the first part of La Aracuana, women are doubly generative for the Araucanian insurgency since they not only give birth to and raise future warriors, but also join their ranks in a pregnant state. In conversation with feminist thinkers and historians of childhood, I propose that the Araucanian warrior mothers not only serve to indicate Indigenous alterity, but also reveal the Araucanian problem experienced on the battlefield that Ercilla attempted to address with innovations of epic tropes throughout the three parts of La Araucana. On the literary field, the characters of Guacolda, Lauca, and Fresia wield a model for eradicating the insurgent minority through pacification and birth control.
Keywords: colonial motherhood, maternidad colonial, childhood, infancia, female Indigenous warriors, guerreras indígenas, social reproduction, reproducción social, pacification, pacificación
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283.More information
War is a form of competition and the drug wars are no exception to this definition. Drug wars are actually classic illustrations of competitors abusing the legal process to define their own drug trading as lawful while characterizing their competitor's behaviour as “crime”. Successive American federal administrations extended the drug wars through a combination of military assistance, financial pressure and secret agreements. These aggressions are the real abuses aimed at third world cultures. Since Americans purchase 60% of all illicit drugs and finance more than 90% of the police action against the trade, drug legalization drug crusade. On the other hand, even if drug legalization makes sense the U.S. federal government will not necessarily act sensibly. An alternative possibility is reform outside the U.S. capable of generating a competitive crises internationaly.
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285.More information
This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.
Keywords: disciplinary literacy, historical literacy, content-area literacy, cultural literacy, elementary school
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286.More information
AbstractABSTRACTHistorical Considerations and Contextualizations of Geoglyph Research in ChileThe study of rock art (petroglyphs and pictographs) and geoglyphs (ground drawings) in the Americas has been plagued by a lack of stratigraphie context within which to frame investigations of the relationships between these prévalent and essential expressions of material and social culture, and the peoples known to have inhabited and exploited the regions in which these depictions are found. In northern Chile, explanations for the purpose(s) of the thousands of geoglyphs of biomorphs and geometrie motifs that have been known since the mid-nineteenth century have changed over time, depending upon current prevailing theories. The geoglyphs are generally assumed to have been created during the time of agricultural and pastoral lifeways, and have been assumed traditionally to be for religious, hunting-magic, and trail-marker purposes. Parallel studies of rock art based on archaeological data, ethnographie data, and ethnographie analogies are evaluated in light of the contexts of Chilean geoglyphs to consider them as focal points of journeys, such as pilgrimage sites, and as locations imbued with extraordinary significance.Key words : Clarkson, geoglyphs, archaeology, pilgrimage, Chile
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287.More information
AbstractABSTRACTMapuches Shamans and thé Religious Expérience of Female and MâleThis article explores shamanism as a reflexive discourse on thé rôle of gender and ils relationship to power. prestige and thé religious expérience from a critical feminist perspective. I draw thé ethnographie example of Mapuche machis or shamans from southern Chile to explain how gender is diversely constructed and thé corrélations between shamanism. warfare and agriculture, thé impact of Chilean/Christian society. fertility. androgyny. feminity and religious power. I demonstrate that gender constructions are context spécifie, complex. changing and sometimes contradictory. The Mapuche ideology of male/female complementarity is présent in thé cosmology. embodied by machis (they are thought to possess both genders) and présent in thé relationships between ritual symbols. but not always consistent in practice. I show that in thé context of social rôles and sexual identity. thé féminine side of machis becomes more important. Mâle machis become like women through transvestism and possible homosexuality while women machis maintain their dress. gender rôle and sexual identity.Key words : Bacigalupo. shamanism. gender. Mapuche. Chile
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289.More information
AbstractBoth French and Spanish authorities saw the education of Amerindians as an essential tool in assimilating them to European ways. Both groups thought that the natives were either uneducated, and therefore clean slates for new teachings, or else sufficiently capable of understanding the superiority of foreign ways. In either case, education was the necessary vehicle for turning the natives towards European habits and norms of behaviour. The approach of each group was different. The Spanish, through the Franciscans, were able to take over an existing system, altering it to suit their own needs. They therefore devised a sophisticated system of institutions quickly, establishing a college by 1536. These efforts enjoyed a huge initial success, largely because the natives in their defeat experienced little difficulty in substituting one set of authority figures for another set already found wanting. The French were not conquerers, and did not face a native society in crisis, as had the Spanish. The French Franciscan friars also initiated christianizing education quickly after first settlement, but the Jesuits superceded them within two decades. The natives agreed to their ministrations because the French made it a condition of trade. Huron society differed radically from that of the Mexico, in its egalitarian structure and flexible institutions. The Huron, an unconquered people in a transitional phase of social and economic life, treated the missionaries as guests and often dictated the conditions of contact. In spite of quite different circumstances, the educational efforts of both groups seem to have reached a similar conclusion: native groups were neither as maleable nor as easy to assimilate as the Europeans had thought.
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290.More information
This article, presented in the form of an experiential narrative, reports on a project being conducted in a multi-age class of 26 students in a Montessori elementary school. The project consists of the students conducting an interview with an elderly family member and writing a narrative. First, we describe the place of oral history in the social science program at the elementary level. Second, we outline the theoretical framework that guides our research, which relates to the relevance and modalities of oral history in social science education, as well as the distinctions between life stories and historical narratives. In the third part, we report on the progress of the project and the first results. They concern the possible contributions of this type of approach to motivation and learning in social sciences.
Keywords: histoire orale, récit de vie, temps historique, motivation, classe multiâge, oral history, life story, historical time, motivation, multi-age classroom, historia oral, relato de vida, tiempo histórico, motivación, clase multi-edad