排序方式: 共有25条查询结果,搜索用时 15 毫秒
1.
Brian Edward Hubner 《Archival Science》2007,7(3):195-206
Census information of some form has been collected in Canada since the 1611 census of New France. Aboriginal people, identified
or not, have been included in these enumerations. The collection of this information has had a profound impact on Aboriginal
people and has been an element that has shaped their relationship with the dominant society. In response, Canadian Aboriginal
people have often resisted and refused to co-operate with census takers and their masters. This article is an examination
of this phenomenon focused on the censuses conducted in the post-Confederation period to the present. A census is made to
collect information on populations and individuals that can then be used to configure and shape social and political relations
between those being enumerated and the creators of the census. However, the human objects of the census are not just passive
integers and they have resisted its creation in a number of ways, including being “missing” when the census is taken, refusing
to answer the questions posed by enumerators or even driving them off Aboriginal territory. A census identifies elements of
the social order and attempts to set them in their “proper” place and those who do not wish to be part of that order may refuse
to take part. Archivists and historians must understand that the knowledge gained in a census is bound with the conditions
of own creation. This has been noted by contemporary Aboriginal researchers who often state that the archival record of their
people often distorts history and reflects the ideas and superficial observations of their Euro-Canadian creators. Changes
to the Census of Canada since 1981, have increased the participation rate and therefore changed the nature of the record.
Brian Edward Hubner is currently Acquisition and Access Archivist at the University of Manitoba Archives & Special Collections. He was previously employed at the Archives of Manitoba, in Government Records; Queen’s University Archives, Kingston; and at the National Archives of Canada, Ottawa. He has a Master of Arts (History, in Archival Studies) from the University of Manitoba, and a Master of Arts (History), from the University of Saskatchewan. The 2nd edition of Brian’s co-authored book on the history of the Cypress Hills of Saskatchewan and Alberta is being published in 2007. He has published articles and delivered conference papers on Canadian Aboriginal peoples including “Horse Stealing and the Borderline: The N.W.M.P. and the Control of Indian Movement, 1874-1900.” His current research interest focuses on relationship between Canada’s Aboriginal Peoples and Canadian archives. Brian is married and has two children. 相似文献
Brian Edward HubnerEmail: |
Brian Edward Hubner is currently Acquisition and Access Archivist at the University of Manitoba Archives & Special Collections. He was previously employed at the Archives of Manitoba, in Government Records; Queen’s University Archives, Kingston; and at the National Archives of Canada, Ottawa. He has a Master of Arts (History, in Archival Studies) from the University of Manitoba, and a Master of Arts (History), from the University of Saskatchewan. The 2nd edition of Brian’s co-authored book on the history of the Cypress Hills of Saskatchewan and Alberta is being published in 2007. He has published articles and delivered conference papers on Canadian Aboriginal peoples including “Horse Stealing and the Borderline: The N.W.M.P. and the Control of Indian Movement, 1874-1900.” His current research interest focuses on relationship between Canada’s Aboriginal Peoples and Canadian archives. Brian is married and has two children. 相似文献
2.
张勇 《贵州教育学院学报》2011,(7):12-16
在领导拉美独立战争的过程中,玻利瓦尔提出并实施了拉美联合反殖斗争的思想。正是在这一思想的指导下,拉美人民赢得了独立解放战争的胜利。这一思想还对后来拉美的联合也产生了巨大的指导作用。 相似文献
3.
Sharon Stein Vanessa de Oliveira Andreotti Rene Suša 《Critical Studies in Education》2019,60(3):281-301
Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities’ (ACU) ‘Beyond 2015’ campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU’s intention to provide ‘a platform for diverse voices, particularly from the global South’, the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas. 相似文献
4.
马克思认为殖民主义具有双重使命 :一个是破坏性使命 ;一个是建设性使命。马克思的殖民主义双重使命说是我们分析评价殖民主义的理论基础 ,起着指导我们全面、辩证地认识殖民主义客观历史的作用。 相似文献
5.
Sharon Stein 《高等教育研究与发展》2020,39(1):156-170
ABSTRACTIn response to the contemporary context of reconciliation in Canada, colleges and universities have made efforts to ‘Indigenise’ their campuses, extending earlier, Indigenous-led efforts to create more space for Indigenous peoples and knowledges. While many welcome these efforts, others express concern that they fail to go beyond conditional inclusion to fundamentally shift relationships between settlers and Indigenous peoples. In this article, I examine these developments and suggest that most institutions and individuals have yet to face the full extent of their complicity in colonisation. I argue that perhaps it is only by doing so, and thus, arriving at the impossibility of reconciliation, that a transformation of settler–Indigenous relationships might be possible. 相似文献
6.
Anthony Sweeting 《History of education》2013,42(1):89-108
This article analyses the varied characteristics of histories of education in Hong Kong and discusses the perspectives that an acquaintance with them can provide. Such a focus encourages consideration of the use of incomplete sources by historians of education, as well as attempts to make sense of past educational developments through periodization. The author adopts a periodization scheme associated with colonialism, which facilitates the identification of mysteries (questions derived from incomplete evidence) and the explanation of myths (answers based on incomplete evidence). He anticipates that a similar approach to other societies could stimulate similar insights into both mysteries and myths. 相似文献
7.
Christine Winter 《课程研究杂志》2018,50(4):456-475
The main purpose of this article is to expose and disrupt discourses dominating global development in an English school geography textbook chapter. The study was prompted by a teacher’s encounter with cultural difference in a geography lesson in South Korea. I investigate the issues raised through the lens of a new curriculum policy in English schools called ‘Promoting Fundamental British Values’ which forms part of England’s education-securitisation agenda, a topic of international attention. Following contextualization across research fields and in recent curriculum and assessment policy reform, I bring together theoretical perspectives from curriculum studies and Continental philosophy that do not usually speak to each other, to construct a new analytical approach. I identify three key themes, each informed by colonial logic: ‘development’, ‘numerical indicators’ and ‘learning to divide the world’. The inquiry appears to expose a tension between the knowledge of the textbook chapter and the purported aims of the British Values curriculum policy, but further investigation reveals the two to be connected through common colonial values. The findings are relevant to teachers, publishers, textbook authors, policy-makers and curriculum researchers. I recommend a refreshed curriculum agenda with the politics of knowledge and ethical global relations at its centre. 相似文献
8.
韩建萍 《喀什师范学院学报》2009,30(5):48-52
在英国众多殖民地中,印度殖民地占有突出的地位。英国对印度的统治非常重视。随着社会环境的变化,它不断调整对印度的政策。18世纪末至19世纪初,为实现工业资本对印度的剥削,英国开始执行自由资本主义时期的殖民政策。与此同时,英国政府对殖民地的改造也开始了。 相似文献
9.
西川满台湾民俗题材文学中的中华文化 总被引:2,自引:0,他引:2
李诠林 《安徽教育学院学报》2004,22(2):67-70
台湾日据时期来台的日籍殖民作家西川满搜集、整理、创作了一些台湾民俗题材文学.其中的台湾民俗文化现象,大部分和闽南文化高度近似乃至完全一致,其实质是中国大陆文化向台湾的延伸与发展.西川满的台湾民俗题材文学恰恰成了台湾与中国大陆、台湾民俗与大陆民俗、台湾文化与炎黄文化血脉不断的反证. 相似文献
10.
Elizabeth McKinley 《Cultural Studies of Science Education》2008,3(4):959-975
The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science’s
cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises
the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced by colonisation, under
the watchful eye of science at the time, and the subsequent life in a modern world since does not obscure the power that was
embedded in the moment of colonisation. Indigenous identities are constructed within and by cultural power. While we all live
in a global society whose consequences no one can escape, we remain unequal participants and globalisation remains an uneven
process. This article argues that power has become a constitutive element in our own hybrid identities in indigenous people’s
attempts to participate in science and science education. Using the indigenous peoples of Aotearoa New Zealand (called Māori)
as a site of identity construction, I argue that the move from being the object of science to the subject of science, through
science education in schools, brings with it traces of an earlier meaning of ‘hybridity’ that constantly erupts into the lives
of Māori women scientists.
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
Elizabeth McKinleyEmail: |
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献