{"title":"A Coffee with John Reid","authors":"Courtney Mrazek, J. Reid","doi":"10.1353/aca.2021.0022","DOIUrl":"https://doi.org/10.1353/aca.2021.0022","url":null,"abstract":"","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"153 1","pages":"145 - 154"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86253727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Thought-Exercise in Decolonization: Reflections from a Mi'kmaw Historian Revisiting the Acadiensis Readers","authors":"Mercedes Peters","doi":"10.1353/aca.2021.0020","DOIUrl":"https://doi.org/10.1353/aca.2021.0020","url":null,"abstract":"","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"17 1","pages":"115 - 135"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83492130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
IN 2015 THE TRUTH AND RECONCILIATION COMMISSION (TRC) released its final report, drawing Canadians’ attention to “the complex truth about the history and the ongoing legacy of the church-run residential schools.” Its 94 Calls to Action outlined wide-ranging initiatives to dismantle the enduring colonial attitudes and structures that gave rise to, and sustained, residential schools. In keeping with Eva Mackey’s belief that academics are positioned to help “make things right,” many regional scholars, both as educators and as members of a profession that has long reified white privilege and colonialism, have committed to the reconciliatory work of the Calls to Action.1 In some ways, these efforts have resulted in observable, if modest, changes: increasing numbers of university courses have been amended to highlight Indigenous histories and explore colonialism, inherent biases of familiar texts and narratives have been reconsidered, and pedagogical practices that reinforce structural privileging of non-Indigenous students and that disadvantage Indigenous ones are being questioned. The symbolic gesture of acknowledging that Atlantic Canada is unceded Indigenous territory has become commonplace and, significantly, some regional scholars – before and since the TRC – have applied their expertise to legal cases, some resulting in important rulings affirming treaty and Indigenous rights.2 Eight years on, however, reconciliation faces sharp critiques, both as a concept that is arguably reduced to platitudes and as a process that has been so abysmally slow that, at its current pace according to one study, all of the Calls to Action will not be met until 2057.3 The shortcomings of reconciliation are apparent regionally. That a settler scholar is exploring this topic for this
{"title":"The TRC, Reconciliation, and the Shubenacadie Indian Residential School","authors":"M. Walls","doi":"10.1353/aca.2021.0017","DOIUrl":"https://doi.org/10.1353/aca.2021.0017","url":null,"abstract":"IN 2015 THE TRUTH AND RECONCILIATION COMMISSION (TRC) released its final report, drawing Canadians’ attention to “the complex truth about the history and the ongoing legacy of the church-run residential schools.” Its 94 Calls to Action outlined wide-ranging initiatives to dismantle the enduring colonial attitudes and structures that gave rise to, and sustained, residential schools. In keeping with Eva Mackey’s belief that academics are positioned to help “make things right,” many regional scholars, both as educators and as members of a profession that has long reified white privilege and colonialism, have committed to the reconciliatory work of the Calls to Action.1 In some ways, these efforts have resulted in observable, if modest, changes: increasing numbers of university courses have been amended to highlight Indigenous histories and explore colonialism, inherent biases of familiar texts and narratives have been reconsidered, and pedagogical practices that reinforce structural privileging of non-Indigenous students and that disadvantage Indigenous ones are being questioned. The symbolic gesture of acknowledging that Atlantic Canada is unceded Indigenous territory has become commonplace and, significantly, some regional scholars – before and since the TRC – have applied their expertise to legal cases, some resulting in important rulings affirming treaty and Indigenous rights.2 Eight years on, however, reconciliation faces sharp critiques, both as a concept that is arguably reduced to platitudes and as a process that has been so abysmally slow that, at its current pace according to one study, all of the Calls to Action will not be met until 2057.3 The shortcomings of reconciliation are apparent regionally. That a settler scholar is exploring this topic for this","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"5 1","pages":"72 - 84"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77004263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Le débat très médiatisé entourant la chasse au phoque à Terre-Neuve depuis le milieu des années 1960 a marginalisé l'expérience personnelle des chasseurs de phoque. Le présent article fera un portrait corporel et situera les réflexions et les émotions des chasseurs de phoque dans le contexte de cette controverse, en explorant la performance d'une masculinité respectable chez les chasseurs côtiers en tant que récolteurs responsables et sans cruauté qui ont une place légitime dans l'écosystème de l'Atlantique Nord-Ouest. Il analysera le discours des chasseurs côtiers sur la pratique d'une chasse écologiquement viable qui est ancrée dans le savoir traditionnel et local, et qui a une importance culturelle et économique. Ce faisant, l'article invitera les praticiens et les théoriciens de l'écomasculinité à avoir des discussions plus inclusives avec les récolteurs ruraux moins privilégiés, les économies locales et les communautés dont le mode de vie est tributaire des ressources naturelles.Abstract:The much-publicized debate over the Newfoundland seal fishery since the mid-1960s has marginalized the sealers' own experiences. This article will situate the sealers' thoughts, bodies, and emotions in that sealing controversy, exploring landsmen's performance of respectable masculinity as humane and responsible harvesters with a legitimate place within the ecosystem of the northwestern Atlantic. It will parse landsmen discourse about an ecologically sustainable hunt that is rooted in traditional and local knowledge and is also culturally and economically significant. In so doing, this article will challenge practitioners and theorists of ecomasculinity to have more inclusive conversations with less-privileged rural harvesters, local economies, and resource-based ways of life.
{"title":"Newfoundland Landsmen Sealing: Interrogating the Limits of Ecomasculinity in the Late 20th and Early 21st Centuries","authors":"Willeen G. Keough","doi":"10.1353/aca.2021.0023","DOIUrl":"https://doi.org/10.1353/aca.2021.0023","url":null,"abstract":"Abstract:Le débat très médiatisé entourant la chasse au phoque à Terre-Neuve depuis le milieu des années 1960 a marginalisé l'expérience personnelle des chasseurs de phoque. Le présent article fera un portrait corporel et situera les réflexions et les émotions des chasseurs de phoque dans le contexte de cette controverse, en explorant la performance d'une masculinité respectable chez les chasseurs côtiers en tant que récolteurs responsables et sans cruauté qui ont une place légitime dans l'écosystème de l'Atlantique Nord-Ouest. Il analysera le discours des chasseurs côtiers sur la pratique d'une chasse écologiquement viable qui est ancrée dans le savoir traditionnel et local, et qui a une importance culturelle et économique. Ce faisant, l'article invitera les praticiens et les théoriciens de l'écomasculinité à avoir des discussions plus inclusives avec les récolteurs ruraux moins privilégiés, les économies locales et les communautés dont le mode de vie est tributaire des ressources naturelles.Abstract:The much-publicized debate over the Newfoundland seal fishery since the mid-1960s has marginalized the sealers' own experiences. This article will situate the sealers' thoughts, bodies, and emotions in that sealing controversy, exploring landsmen's performance of respectable masculinity as humane and responsible harvesters with a legitimate place within the ecosystem of the northwestern Atlantic. It will parse landsmen discourse about an ecologically sustainable hunt that is rooted in traditional and local knowledge and is also culturally and economically significant. In so doing, this article will challenge practitioners and theorists of ecomasculinity to have more inclusive conversations with less-privileged rural harvesters, local economies, and resource-based ways of life.","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"23 1","pages":"155 - 183"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80921775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Atlantic Canadian Women and Gender History: Where Is It Going and Where Should It Be Going?","authors":"Heidi Macdonald","doi":"10.1353/aca.2021.0015","DOIUrl":"https://doi.org/10.1353/aca.2021.0015","url":null,"abstract":"","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"12 1","pages":"31 - 48"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73960634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J’AI CONSTATÉ, IL Y A PLUS DE 30 ANS, les particularités ainsi que les défis à relever dans la préparation et l’enseignement de cours en histoire acadienne. À la retraite depuis quelques mois seulement, j’ai choisi de présenter ici une réflexion très personnelle sur l’expérience que j’ai vécue à cet égard au cours des dernières décennies1. Tout au long de ma carrière, j’ai enseigné des cours de divers niveaux, soit des cours de niveaux 1000 et 2000, qui sont de grands survols de l’histoire de l’Acadie de 1604 à aujourd’hui, et des cours de niveaux 3000 et 4000, qui adoptent une approche thématique2. Très rapidement, lors de la préparation de ces cours, plusieurs questions m’ont interpellée. Ainsi, de quelle Acadie doit-on parler : l’Acadie des Maritimes, l’Acadie du Canada atlantique, l’Acadie du Nouveau-Brunswick? Comment doit-on aborder l’histoire du peuple acadien dispersé et vivant dans un « pays sans frontières »? Doit-on, si l’on veut former des citoyennes et des citoyens responsables, mettre davantage l’accent sur une Acadie politique plutôt que sur une Acadie culturelle? Comment doit-on traiter la question identitaire, surtout dans une région comme le Madawaska, où l’identité régionale est très forte et où l’appartenance à l’Acadie est souvent remise en question? Comment doit-on adapter son enseignement dans une période où le vécu et les connaissances générales des jeunes ont beaucoup évolué? Comment doit-on répondre aux demandes de la communauté qui sont nombreuses et variées? Peut-on s’engager activement pour la cause acadienne en tant qu’universitaire? Ces questions m’ont accompagnée durant toute ma carrière de professeure chercheuse en histoire acadienne au campus d’Edmundston de l’Université de Moncton.
30多年前，我看到了阿卡迪亚历史课程的准备和教学的特殊性和挑战。在退休几个月后，我选择在这里对我过去几十年在这方面的经历进行非常个人的反思。在我的职业生涯中，我教授过不同级别的课程，从1000级和2000级课程，概述了从1604年到现在的阿卡迪亚历史，到3000级和4000级课程，采用主题方法很快，在准备这些课程的过程中，有几个问题困扰着我。那么，我们应该谈论哪个阿卡迪亚呢:海上阿卡迪亚，大西洋加拿大阿卡迪亚，新不伦瑞克阿卡迪亚?我们应该如何看待生活在“无国界国家”的分散阿卡迪亚人的历史?如果我们想培养负责任的公民，我们是否应该更加强调政治阿卡迪亚而不是文化阿卡迪亚?我们应该如何处理身份问题，特别是在Madawaska这样的地区，那里的地区身份非常强烈，阿卡迪亚的成员身份经常受到质疑?在一个年轻人的经验和一般知识已经发生了很大变化的时代，如何调整他们的教学?我们应该如何回应社区众多而多样的需求?作为一名学者，你能积极参与阿卡迪亚的事业吗?在我作为universite de Moncton edmundston校区阿卡迪亚历史研究教授的整个职业生涯中，这些问题一直伴随着我。
{"title":"Enseigner l'histoire de l'Acadie au Canada atlantique","authors":"Nicole Lang","doi":"10.1353/aca.2021.0018","DOIUrl":"https://doi.org/10.1353/aca.2021.0018","url":null,"abstract":"J’AI CONSTATÉ, IL Y A PLUS DE 30 ANS, les particularités ainsi que les défis à relever dans la préparation et l’enseignement de cours en histoire acadienne. À la retraite depuis quelques mois seulement, j’ai choisi de présenter ici une réflexion très personnelle sur l’expérience que j’ai vécue à cet égard au cours des dernières décennies1. Tout au long de ma carrière, j’ai enseigné des cours de divers niveaux, soit des cours de niveaux 1000 et 2000, qui sont de grands survols de l’histoire de l’Acadie de 1604 à aujourd’hui, et des cours de niveaux 3000 et 4000, qui adoptent une approche thématique2. Très rapidement, lors de la préparation de ces cours, plusieurs questions m’ont interpellée. Ainsi, de quelle Acadie doit-on parler : l’Acadie des Maritimes, l’Acadie du Canada atlantique, l’Acadie du Nouveau-Brunswick? Comment doit-on aborder l’histoire du peuple acadien dispersé et vivant dans un « pays sans frontières »? Doit-on, si l’on veut former des citoyennes et des citoyens responsables, mettre davantage l’accent sur une Acadie politique plutôt que sur une Acadie culturelle? Comment doit-on traiter la question identitaire, surtout dans une région comme le Madawaska, où l’identité régionale est très forte et où l’appartenance à l’Acadie est souvent remise en question? Comment doit-on adapter son enseignement dans une période où le vécu et les connaissances générales des jeunes ont beaucoup évolué? Comment doit-on répondre aux demandes de la communauté qui sont nombreuses et variées? Peut-on s’engager activement pour la cause acadienne en tant qu’universitaire? Ces questions m’ont accompagnée durant toute ma carrière de professeure chercheuse en histoire acadienne au campus d’Edmundston de l’Université de Moncton.","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"25 1","pages":"85 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85525162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Podcasting has taken off among Canadian academics, particularly during the remote learning required by the COVID-19 pandemic, both as a tool of research dissemination and of classroom instruction. I am fortunate to collaborate with two experts in digital history: Kent Davies and Kimberley Moore of the University of Winnipeg's Oral History Centre.' Some years ago, when I was preparing a SSHRC Insight Grant application on our behalf, Kent suggested a podcast as one of our research outcomes. Preserves is our attempt to create a listenable scholarly podcast s meticulously researched and cited as any academic literature and with a storytelling format that hopefully is enjoyable for a wide audience. As Moore describes us, we are oral historians who have thought incessantly about transmission of knowledge through storytelling, fanatical podcast listeners, with the added bonus of one of us having a background in broadcasting/radio production.
{"title":"Canadian History Podcasts","authors":"J. Thiessen","doi":"10.1353/aca.2021.0026","DOIUrl":"https://doi.org/10.1353/aca.2021.0026","url":null,"abstract":"Podcasting has taken off among Canadian academics, particularly during the remote learning required by the COVID-19 pandemic, both as a tool of research dissemination and of classroom instruction. I am fortunate to collaborate with two experts in digital history: Kent Davies and Kimberley Moore of the University of Winnipeg's Oral History Centre.' Some years ago, when I was preparing a SSHRC Insight Grant application on our behalf, Kent suggested a podcast as one of our research outcomes. Preserves is our attempt to create a listenable scholarly podcast s meticulously researched and cited as any academic literature and with a storytelling format that hopefully is enjoyable for a wide audience. As Moore describes us, we are oral historians who have thought incessantly about transmission of knowledge through storytelling, fanatical podcast listeners, with the added bonus of one of us having a background in broadcasting/radio production.","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"208 1","pages":"236 - 247"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80532226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Building Research and Community Networks: Putting Acadiensis at the Centre of a Digital Community","authors":"D. Samson","doi":"10.1353/aca.2021.0016","DOIUrl":"https://doi.org/10.1353/aca.2021.0016","url":null,"abstract":"","PeriodicalId":36377,"journal":{"name":"Regioni","volume":"2001 6","pages":"49 - 71"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72400480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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