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14556.
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14559.More information
In the early days soon after the release of the landmark policy paper Indian Control of Indian Education (1972), postsecondary studies among Indigenous people in Quebec were still new and relatively unknown. Against a backdrop of Indigenous communities starting to take ownership of their own services, the demand for postsecondary Indigenous graduates began to increase significantly, resulting in the development of tailored programs and services: the Amerindianization program led by UQAC in 1971 and the founding of Manitou College in 1973, for example, stand out as two major milestones. The distinctive linguistic reality of Quebec moreover soon became apparent, adding to the initial bilingual dimension (moving from an Indigenous language to an non-Indigenous one) the duality of a francophone and anglophone education system rooted in colonial history. Drawing on a review of literature on postsecondary Indigenous education in Quebec from 1972 to 2021, our analysis in the present article is framed around the changes that took place over these past five decades in programs and services provided by postsecondary institutions. Also discussed are issues involving Indigenous student paths marked by identity, systemic racism and discrimination. We note that in spite of sustained efforts by an increasing number of institutions, Indigenouspeople still face enduring barriers. We conclude with some thoughts on the university and the CEGEP as postsecondary institutions, their development model and their role in decolonizing and democratizing education.
Keywords: autochtone, enseignement supérieur, services aux étudiants, programmes d'études, Québec, Indigenous, higher education, student services, study programs, Quebec
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14560.More information
In this article, I suggest that looking at the entangled issues of the creation of a new field of knowledge and the interaction with Others’ learning allows for a more accurate understanding of how Persian medical studies have developed and adapted to different natural and cultural settings during late medieval and early modern periods. This article studies the translation and reception of materials drawn from alchemy (rasaśāstra) and rejuvenating therapy (rasāyana) in the Persianate medical culture of South Asia. Chapters dealing with processed mercury and metals become a standard subject of Persian medical works written by Muslim and Hindu physicians in South Asia. Many of these works are in fact composite writings which combine Ayurvedic and Greco-Arabic materials. However, rasāyana is a branch of knowledge for which there is not a precise equivalent domain in the target culture. How does translation deal and negotiate with this asymmetry? In this study, I assume that cross-cultural translation implies a cognitive shift in the way different groups of readers may understand and classify a certain form of knowledge. I look at the Persian translation of materials drawn from rasāyana chiefly from the reader perspective which focuses on the hermeneutical and accommodation process through which translated materials are integrated into the target culture.
Keywords: medicine, Persian, alchemy, rasayana, rasasastra, ayurveda, South Asia, translation