Documents found
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291.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 The French Franciscan friars also initiated christianizing education quickly after first settlement, but the Jesuits superceded them within two decades.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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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
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293.More information
The Mapuche – Spanish parlamentos were peace assemblies held during the colonial period between the Spanish army and the Mapuche authorities in southern Chile. The interaction between these two communities led to the creation a specific political vocabulary. This article examines the occurrence of the word parlamento by addressing the two main senses attributed to it – speech and assembly/gathering – in the peace treaties of the seventeenth century. Our argument is twofold. Firstly, we contend that, over the course of the eighteen century, the latter sense imposed over the former. Secondly, we argue that, during the same period, the word entered the political vocabulary of the interaction modalities between the Spanish Crown and the Chilean Mapuche. Drawing both on socio-historical and discursive approaches and on terminology concepts and tools, this article examines the thematic trajectory of the word parlamento and its network of meanings, as well as that of other words that referred to the actors and the physical settings where said assemblies took place. Hence, by analyzing a particular case of translation equivalence, it aims to contribute to the history of translation, general history, as well as to the history of political concepts.
Keywords: mediación, diplomacia hispano-mapuche, historia colonial, trayecto temático, discurso, médiation, diplomatie hispano-mapuche, histoire coloniale, trajet thématique, discours, mediation, Mapuche-Spanish diplomacy, Colonial history, thematic trajectory, discourse
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294.More information
AbstractThis paper attempts to translate the religious worldview of Northern Canadian First Nation peoples through the relativization of concepts from more recent religions such as Judaism, Buddhism, Christianity, and Islam. These dualist religions are first contrasted with the monistic religious conceptions of the universe found in Ancient Greece and Rome. This initial analysis leads one to recognize that religion may very well proclaim the non-existence of Paradise outside this world. By further comparing the Ancient Greek and Roman monistic religions with those of the Australian Aborigines, this paper argues that a monistic conception of the world may in turn be conceived without the existence of God, gods, goddesses and even half-gods as among the Greeks or the Romans. At this juncture, the paper opens on an analysis of the religious episteme of the Tutchone Athapaskan peoples of the Yukon Territory — a religious episteme which admits the existence of no gods, no goddesses, and a fortiori no God. A discussion is then put forward on Tutchone notions of shadow-souls, breaths, yindi' (intellect) and the relations of those realities with that of zhäak (powers and healing songs) of animals and other natural phenomena before concluding with a final relativization of religious deistic worldviews.a
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This article describes the uses of literature in The Labor Advocate: A Weekly Labor Reform Newspaper (Toronto, 1890-91). As editor of the Advocate, Thomas Phillips Thompson aimed to increase awareness of the means and consequences of industrial capitalism, and thus enhance the possibility of social justice for the working class. He did so in a mixed format periodical that included poetry, short fiction, and serialized novels as well as editorials, biographies, obituaries, reports, letters, and columns. Over forty-four issues, Thompson experimented with literary expression to attract readers and foster the democratic reform of social organization. Analysis of the Advocate points to the importance of communication strategies in both the early history of the Canadian labour press and the longer history of labour in transnational contexts.
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This article explores the poetics of internationalism in the Spanish Civil War, focusing on representations of the body in Spanish-language poetry. I contrast prevailing tropes of the body as an abstract figure for internationalism with the representation, in poems by Nicolás Guillén and Enrique Gil Gilbert, of specific bodies that nuance internationalism. These poems foreground the bodies of Black and Indigenous lyric subjects who summon antifascist Spain via their embodiment. They offer a “body politics,” which I define as the advancement of political theory through representation of a speaker’s geopolitically situated and embodied self, that heralds expressions of antifascism and international solidarity today.
Keywords: internacionalismo, internationalism, poesía, poetry, decolonialidad, decoloniality, body politics, políticas de cuerpo, guerra civil española, Spanish Civil War
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300.More information
Keywords: La Araucana, La Araucana, tragédie, tragedia, unité des trois parties, unidad de las tres partes, Andresillo, Andresillo, Caupolicán, Caupolicán