University of Victoria Journals
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Stephan Blatti and Paul Snowdon, eds., "Animalism: New Essays on Persons, Animals and Identity."
No full textIdit Dobbs-Weinstein, "Spinoza’s Critique of Religion and its Heirs: Marx, Benjamin, Adorno."
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Philanthropic Neo-Malthusianism: The Rockefeller Foundation and the Mexico Agricultural Program, 1906-1945
No full textAt the turn of the twentieth century, the Rockefeller Foundation took a vested interest in promoting agricultural reform programs in the American South. With the success of these initiatives, the Foundation began looking abroad for similar opportunities, and turned to Mexico to implement a similar agenda for agricultural reform. This project, the Mexico Agricultural Program (MAP), reflected the emergence of transnational ideas relating to overpopulation, food production and land capacity that dominated transnational epistemic communities throughout the early half of the twentieth century. This paper looks at the nexus between the Rockefeller Foundation and the United States government and points to the way private philanthropy was used as a diplomatic arm of the American state. The MAP was seen not only as a way for the Rockefeller Foundation to promote its strategies for modernization, but also as a means to secure the state\u27s geostrategic interests, which were also tied to biopolitical concerns relating to global land and food supplies
THE ROLE OF SCHOOLS IN SHAPING THE SETTLEMENT EXPERIENCES OF NEWCOMER IMMIGRANT AND REFUGEE YOUTH
No full textThis paper draws on focus groups and interviews with newcomer immigrant and refugee youth between the ages of 16 and 22 to consider how schools shape their settlement processes and their sense of social inclusion and belonging. In particular, the paper focuses on newcomer youth’s perspectives and experiences of schooling in a medium-sized immigrant-receiving city in Canada. Analysis reveals that schools function as sites of both inclusion and exclusion in ways that produce ambivalence in immigrant and refugee youth with respect to their sense of social inclusion and belonging to community life. One recommendation emerging from the analysis is that educational practitioners and other community stakeholders interested in supporting the social inclusion of newcomer youth should develop and implement ESL and ELD programs and ensure adequate funding of these essential programs. There is also a need for collaborative, dialogical practices that provide all relevant stakeholders, including newcomer youth themselves, opportunities to come together to create new possibilities for understanding and cooperative action
