Journals @ The Mount
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Le choc de la francophonie chez trois auteurs de l\u27Europe médiane: Cioran, Kundera et Tsepeneag
Get PDFLe propos de cet article est d’étudier les mutations anthropologiques générées par le passage à « la langue de l’autre ». En choisissant un corpus formé par les auteurs d’Europe médiane, notre article tente de montrer que ce passage n’est pas une simple traduction des œuvres mais consiste bien plus en une refonte identitaire des auteurs. Leur passage au français amène ces auteurs à se situer dans le courant de la littérature migrante, une littérature de l’entre-deux. Cette littérature oscillant entre un style français et un esprit d’Europe médiane conduit ces auteurs à produire des œuvres « absolument européennes ». Notre propos a pour but de poser les bases d’une différenciation entre cette francophonie et la francophonie dite « classique » afin d’ouvrir un dialogue entre celles-ci
Can the Discursively Privileged Think?: A Re-Articulation of Social Justice
Get PDFThis paper interrogates Gayatri Chakravorty Spivak’s Can the Subaltern Speak? and Wendy Brown’s Wounded Attachments, applying their critiques of the Subject to explore a possible re-articulation of the social justice framework. Contemporary mainstream social justice articulations are disrupted when Spivak and Brown problematize issues of identities rooted in injury and representation of marginal positions. Social justice must move beyond ‘good intentions’ and the tension between egalitarianism and liberal democracy, and in such a way that does not heighten the position of intellectuals, but rather questions and disrupts our presupposed authority
Public Space, Urban Identity and Conflict in Medieval Flanders
Get PDFIdeas of public space can say a lot about the societies that create them. A clear example of this was its use in Flanders during the medieval period. People within Flanders found themselves in a unique situation having one of the highest amounts of urban densities in Europe. This allowed for a distinct urban identity emerge. Within the urban centres of Flanders a distinct political culture had been fostered which caused many examples of conflict within cities themselves and against the nobility of Flanders, France and Burgundy. By looking at examples of these conflicts a distinct urban identity appears. This urban identity allowed public space to be used as a tool by the people of Flanders in order to protect their political rights and liberties. To see the use of public spaces as a tool Henri Lefebvre’s theory of the construction of public space must be understood. Once Lefebvre’s theories are understood specific spaces may be looked at in order to see what role they played in the urban identity of the Flemish cities and how these identities wrapped up in public spaces were used as tools during times of conflict, revolt and rebellion. The spaces that provided the best examples of this were the distinct borders of towns defined by walls and defences, belfries and marketplaces
Boundaries of Person, Boundaries of Place: Wilderness, "Indians" and the Mapping of Canada\u27s Northwest Interior, 1857
Get PDFThis essay identifies the creative and often divergent constructions of place and race in one document, the proceedings from a Parliamentary Select Committee in 1857, which empowered officials three thousand miles across the Atlantic to make varying claims to a vast and diverse expanse of Aboriginal lands and peoples in Canada. I apply theory from existing scholarship about the “mutually imbricated” nature of place and race in the making settler-colonial worlds to find how six hundred pages of testimony from white men with only marginal experiences on the land itself legitimized the dispossession and marginalization the original inhabitants of those territories.[1] I focus mostly on the lands between the Great Lakes and the Rocky Mountains, the bulk of which were fashioned in distant, imperial imaginations as “wilderness,” unfit for or in need of settler “civilization.” In conjunction with wilderness discourses, speakers defined the Indianness of the northwest interior. Mostly Plains peoples, the indigenous groups discussed in this document were universally painted as one with their environment: wild and uncivilized. They were, according to the commission, incapable of governing themselves responsibly, and were, worst of all, the sure victims of the “onslaught of colonization,” should they not become in some way transformed.The document provides some fascinating divergences in the mindsets of different colonial powers: the HBC, British settlers in Canada, and humanitarians. These divergences reflect how, as Bronwen Douglas suggests, “within colonial regimes and contexts […] the efflorescence of racially charged utterances and practices betrays an astonishing variety, fluidity and internal contradiction.”[2]During the sessions of testimony and debate for this enquiry, constructions of land and Indianness in the northwest interior came together to justify variant and often contradictory solutions to the “problems” colonizers identified in the “unsettled” territory. All discourses that produced, and produced by, colonialism could be harnessed to dispossess Aboriginal peoples; the means and justifications for doing so in this document varied.[3][1] Tracey Banivanua-Mar and Penelope Edmonds, eds., Making Settler Colonial Space: Perspectives on Race, Place and Identity (New York: Palgrave MacMillan, 2010), 3.[2] Douglas, “Race,” 245.[3] Cole Harris, Making Native Space: Colonialism, Resistance, and Reserves in British Columbia (Vancouver: UBC Press, 2002), 48
La naissance de l’agentivité romanesque : une lecture féministe de La Princesse de Clèves
Get PDFNotre réflexion porte sur La Princesse de Clèves (1678) de Madame de La Fayette au travers du concept d’agentivité. Issu des théories féministes nord-américaines, ce concept repose sur les divers facteurs menant à l’autonomie des femmes. Nous chercherons notamment à déterminer dans quelle mesure la protagoniste devient agente à travers les situations personnelles et sociales auxquelles elle fait face. Nous montrerons comment l’auteure, dans la représentation de la protagoniste, représente sa compréhension du rôle ainsi que des influences de la femme dans la société. L’étude de la protagoniste et de sa créatrice permettra d’éclairer la question de la naissance de l’agentivité romanesque au XVIIe siècle français, tout en mettant au jour l’évolution de la pensée féminine qui caractérise cette période
L’interrogation du départ : entamer un aller-retour chez André Gide et chez Henri Michaux
Get PDFCet article examine les récits de voyage d’André Gide et d’Henri Michaux afin de répondre aux questions suivantes : comment entamer un aller-retour ? Comment entamer le récit de voyage qui le représente ? Lors de leurs voyages respectifs en Afrique équatoriale et en Amérique du Sud, Gide et Michaux montrent que la difficulté d’établir le commencement du périple devient un obstacle à la rédaction du récit. Les deux auteurs découvrent que la double difficulté de commencer un voyage et de commencer un récit de voyage soulève maintes questions sur l’exotisme, l’inspiration littéraire, la productivité et la construction du texte. L’interrogation du départ dans leurs ouvrages leur permet donc de remettre en question le concept du voyage ainsi que le rôle du récit de voyage
Technology and disabilities: Why it can help and hinder learning
Get PDFTechnology is a common occurrence in almost every elementary classroom today. In this research study, I am going to be discussing how technology can have both a positive and negative effect on students who have disabilities. My research methods included conducting an online survey and two interviews with parents and teachers. Through my research, I found that there are many concerns with how technology is used in the classroom, but for the most part it ends in a positive outcome for the students. However, there is always room for improvement when using digital technologies, and my research demonstrates that it takes cooperation between the parents and the teachers for technology to truly be successful for an elementary student. As a teacher candidate, my findings have shown how important technology is to elementary students, and how, when used in an appropriate manner, technology can be an incredible tool for students with disabilities to use
Is technology more important than friendships: A look into the effects of technology on communication skills and relationship building
Get PDFMy research project is focused on how technology use can affect communication skills in children for their future. Conducting research through literature and surveys, I learned about both positive and negative uses of technology in classroom situations. I found that many people believe that the increased technology use our society is experiencing has a negative effect on children\u27s’ communicative future. However, there were also some findings that technology can have a positive impact on communication. These findings can help teachers and parents ensure their children are developing healthy communication skills
Editorial
Get PDFAn overview to the second edition of the journal and an introduction to each of the eight research manuscripts
La Escuelita de Alicia Partnoy: una mirada al interior
Get PDFLa Escuelita. Relatos testimoniales es el título de la obra de Alicia Partnoy, víctima de la represión de la dictadura militar argentina en los años setenta. En este libro, Partnoy relata su propia experiencia, así como la de sus compañeros de prisión. Este trabajo propone que a través de recursos retóricos como el lenguaje infantil y la inclusión de símbolos como el pan y la venda sobre los ojos de los presos, Partnoy acerca al lector a las sensaciones físicas y percepciones de los cautivos y, a partir de éstas, a la experiencia y el significado del cautiverio. En este sentido, la autora consigue una identificación del lector con los prisioneros y el rechazo total hacia sus opresores. The Little School. Tales of Dissapearance and Survival is the title of the testimonial book by Alicia Partnoy, who was incarcerated by the military government in Argentina during the decade of the 70s. In this book, Partnoy tells her own experience in prison and that of other victims of the regime. This article suggests that the work of Partnoy includes rhethorical tools such as the use of childish language and the insertion of symbols like a piece of bread and a blindfold covering the prisoners’ eyes, which render the reader closer to the prisoners’ perceptions and feelings. In this way, Partnoy’s account enables the reader to explore by himself the prison experience. The author achieves an identification of the reader with the prisoners, as well as negative feelings towards the oppressors