Exchanges of medical knowledge in Canada between Native communities and church missionaries in the nineteenth century.

近年来，加拿大第一民族社区的历史成为头条新闻，引起了人们对寄宿学校高死亡率的关注。除此之外，新冠肺炎危机还显示了土著和定居者社区之间的健康差距。我的项目的第一个目标将是试图通过追踪整个十九世纪的健康和医学知识的转移来帮助解释这些社区之间目前的健康差异。虽然它试图不采取目的论的方法来解释今天，这项研究将有助于解释态度，这是明确的整个第一手资料从十九世纪和二十世纪的疾病爆发与土著保护区。由于土著社区的健康史在二级文献中仍然很少探索，本项目试图填补这一空白。因此，我的项目在当代辩论中具有紧迫性。在历史背景下，我们可以使用健康教育作为一个透镜，通过它我们可以看到强加给土著社区的自上而下的控制。这种认为第一民族保留地是疾病肆虐之地的观点越来越多地被用作寄宿学校等措施的理由。为了分析这一点，我们必须首先了解不同群体对健康概念的不同定义和使用。然后，我用这个作为跳板来评论这些辩论。教会提供了一些手段，通过这些手段，英国和加拿大的政府，运作，并行使控制土著社区。在这项研究中将研究的特定教会是英国教会在加拿大。教会的这一作用反过来又为土著社区和基督教会之间今天存在的复杂关系提供了一些背景，它将研究关于保留地和为土著教育建立的学校的倡议。在世纪的最后25年里，学校从非正式方案扩展到系统的走读学校，然后扩展到寄宿学校。寄宿学校的重要研究奠定了这项研究的基础，除了几个关键的研究形成了英国教会的传教工作的研究，如埃里克泰勒伍兹或乔纳森洛夫特和托马斯权力的工作的基础。然而，文献中没有特别强调医学知识的传播，尽管健康教育是寄宿学校教育的一个组成部分。无论是原住民团体还是教会传教士，都没有看到身体健康和精神健康之间存在明显的认识论差异。然而，这种精神健康的性质是不同的，教会传教士，作为健康教育的广泛范围内的驱动器的一部分，试图改变它意味着什么是“健康”的解释，在精神上，但也在身体水平。该项目将从其主要来源重建“健康”和“愈合”的观点，提请注意什么是良好的健康或适当的医疗保健的解释的差异。为了去殖民化这些医疗保健的叙述，重要的是，该项目不只是考虑到欧洲的解释是什么“健康”和“愈合”构成。该项目将解决诸如同化、转换、消除传统的土著保健做法以及随后的殖民遗产等问题。这些辩论可以在历史资料中看到，这些资料将最近被称为“文化灭绝”的寄宿学校视为愈合和学习的场所。《印第安人法》修正案确定了土著人民与政府之间的法律的关系，使土著保健做法成为非法，从根本上改变了土著人民与健康信息之间的关系。

Histories of Canadian First Nations communities have warranted headlines in recent years, bringing attention to the uncovering of high death rates in residential schools. Alongside this, the Covid-19 crisis has showcased health disparities between Indigenous and Settler communities. The first aim of my project will be an attempt to help explain current health disparities between these communities by tracing transfers of health and medical knowledge throughout the nineteenth century. Whilst it tries not to take on a teleological approach to the explanation of the present-day, this study will help to explain attitudes which are clear throughout the first-hand accounts from the nineteenth and twentieth centuries which associated disease outbreaks with Native reserves. As health histories of Indigenous communities remain little-explored in secondary literature, this project attempts to fill in this gap. My project, therefore, takes on an urgency in contemporary debates.In the historical context, we can use health education as a lens through which we can view the top-down control that was imposed on Native communities. Increasingly, this view of First Nations reserves as places where disease ran rampant was used as a justification for measures such as residential schools. In order to analyse this, we must first understand how the concept of health was defined and used differently by varying groups. I then use this as a springboard to comment on these debates.Churches provided some of the means through which governments, British and Canadian, operated in, and exercised control over Native communities. The particular church which will be examined in this study is the Church of England in Canada. This role of the church, in turn, offers some background to the complex relationship that exists today between Native communities and Christian churches.It will look at initiatives on reserves and in schools established for Native education. The schools expanded from informal programmes into systematic day schools, then into residential schools, in the last quarter of the century. Important studies of residential schools lay the groundwork for this research, alongside several key studies form a grounding for study of missionary works of the Church of England, such as the work of Eric Taylor Woods or Jonathan Lofft and Thomas Power. However, a particular emphasis on the spread of medical knowledge is absent from the literature, despite health education being a component of education in residential schools. Neither Indigenous groups nor church missionaries saw a stark epistemological difference between physical and spiritual health. However, the nature of this spiritual health differed, and church missionaries, as part of a drive within the broad remit of health education, sought to change interpretations of what it meant to be 'healthy' on a spiritual, but also on a physical level. The project will reconstruct views of 'health' and 'healing' from its primary sources, drawing attention to differences in the interpretations of what constituted good health or adequate medical care. In order to decolonise these narratives of healthcare, it is important that the project does not solely take into account European interpretations of what 'health' and 'healing' constituted. The project will address issues such as assimilation, conversion, removal of traditional Native healthcare practices, and the subsequent colonial legacies. These debates can be viewed in historical sources which view residential schools, recently labelled 'cultural genocide', as sites of healing and learning. Amendments to the Indian Act which determined the legal relationship between Native peoples and the government made Native healthcare practices illegal, fundamentally altering the relationship between Native peoples and health information.