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

近年来，加拿大原住民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，新冠肺炎危机还暴露了土著社区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距。虽然这项研究试图不采用目的论的方法来解释当今的情况，但它将有助于解释在19世纪和20世纪的第一手记录中清楚地看到的态度，即疾病暴发与土著保护区有关。由于土著社区的健康历史在二手文献中仍然很少被探讨，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，我们可以将健康教育作为一个镜头，通过它我们可以看到施加在土著社区身上的自上而下的控制。越来越多地，这种认为原住民保护区是疾病猖獗的地方的观点，被用作采取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是如何定义和使用健康概念的。然后，我以此为跳板来评论这些争论。教会提供了一些手段，通过这些手段，英国和加拿大的政府在土著社区中运作并对其进行控制。这项研究将考察的特定教会是加拿大的英国国教。教会的这一角色反过来又为今天土著社区和基督教教会之间存在的复杂关系提供了一些背景。它将研究关于保护区和为土著教育建立的学校的倡议。在本世纪的最后25年，这些学校从非正式课程扩展到系统的日制学校，然后扩展到寄宿学校。对寄宿学校的重要研究为本研究奠定了基础，此外还有几项关键研究为研究英国国教的传教作品奠定了基础，如埃里克·泰勒·伍兹或乔纳森·洛夫特和托马斯·鲍尔的作品。然而，尽管健康教育是寄宿学校教育的一个组成部分，但文献中没有特别强调医学知识的传播。无论是土著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在认识论上的明显差异。然而，这种精神健康的性质是不同的，作为健康教育广泛范围内的努力的一部分，教会传教士试图改变对精神上，但也在身体上的健康意味着什么的解释。该项目将从其主要来源重建“健康”和“康复”的观点，提请注意对什么是良好健康或适当医疗保健的不同解释。为了将这些关于医疗保健的叙述非殖民化，重要的是该项目不能仅仅考虑欧洲对什么是“健康”和“治愈”的解释。该项目将解决同化、转换、移除传统土著医疗保健做法以及随后的殖民遗产等问题。这些争论可以从历史来源的角度来看待，这些历史来源将寄宿学校视为治愈和学习的场所，最近被贴上了“文化种族灭绝”的标签。印第安法修正案确定了土著人民和政府之间的法律关系，将土著医疗保健做法定为非法，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.