Settler Anxiety and State Support for Missionary Schooling in Colonial British Columbia, 1849 –1871

Indigenous peoples and settlers engaged in innumerable conflicts in the colonies of Vancouver Island and British Columbia between 1849 and 1871. The constant threat of violent Indigenous resistance to settler colonization in the Pacific Northwest—both real and imagined—produced feelings of anxiety for settlers, especially state officials, that shaped colonial strategy and statecraft. To buttress colonial security, the nascent state partnered with Christian missionaries in the hope that missionaries could use education to cultivate the goodwill of Indigenous peoples and train them to accept colonization. The state’s support for early missionary schooling in colonial British Columbia is examined in the context of settler anxieties regarding three instances of Indigenous resistance: a Lekwungen convergence at Fort Victoria in 1851, the Puget Sound War of 1855–56, and the 1864 Tsilhqot'in War. In different ways, settler anxiety over these conflicts acted as a catalyst, prodding the state to support missionary schooling as a financially expeditious way of trying to contain Indigenous resistance and safeguard colonial security. RÉSUMÉ Entre 1849 et 1871, les colonies de l’île de Vancouver et de la Colombie-Britannique sont le lieu d’innombrables con its entre les peuples autochtones et les colons. La menace constante — réelle et imaginaire — d’une résistance violente des Autochtones à la colonisation dans le nord-ouest du Pacifique a engendré un sentiment d’anxiété chez les colons, et en particulier chez les fonctionnaires de l’État, ce qui a façonné la stratégie et la gestion coloniale. Afin de renforcer la sécurité coloniale, l’État naissant s’est associé avec les missionnaires chrétiens dans l’espoir qu’ils utilisent l’éducation afin d’assurer la bienveillance des peuples autochtones et de les amener à accepter la colonisation. Cet article examine le soutien apporté par l’État aux premiers efforts d’enseignement missionnaire en Colombie-Britannique coloniale, dans le contexte des inquiétudes des colons par rapport à trois actes de résistance autochtone : un rassemblement Lekwungen au Fort Victoria en 1851, la guerre du Puget Sound de 1855–1856 et la guerre des Tsilhqot'in de 1864. À maints égards, l’inquiétude des colons alimentée par ces conflits a agi comme un catalyseur, poussant l’État à soutenir l’enseignement missionnaire dans l’espoir d’arriver à contenir la résistance autochtone et à assurer la sécurité coloniale à peu de frais.

Revisiting The Shocking Truth About Indians in Textbooks

Review of: Manitoba Indian Brotherhood. The Shocking Truth About Indians in Textbooks. 1974. Manitoba Indigenous Cultural Education Centre Inc., 2016.   DOI: 10.1353/jeu.2017.002

Comics and Radical History

Increasingly, people are using comics, or “graphic novels,” as valuable resources for teaching and learning about the past. Comics such as Maus: A Survivor’s Tale(1986 & 1991),Persepolis(2003),Louis Riel: A Comic Strip Biography (2003), and The 500 Years of Resistance Comic Book (2010) are fast becoming classroom staples. Comics are certainly not perfect pedagogical tools; the incomplete nature of the comics medium requires a high level of reader engagement and awareness to make sense of the limited text and sequential images. However, despite the limitations of comics, noted American historian and creator of many historical comics Paul Buhle argues that scholars should still take comics seriously. He suggests that in terms of capturing student interest and generating historical engagement, comics can be useful additions to an already diverse historical toolkit

Clinical Practice Recommendations on Genetic Testing of CYP2C9 and VKORC1 Variants in Warfarin Therapy

Objective: To systematically review evidence on genetic variants influencing outcomes during warfarin therapy and provide practice recommendations addressing the key questions: (1) Should genetic testing be performed in patients with an indication for warfarin therapy to improve achievement of stable anticoagulation and reduce adverse effects? (2) Are there subgroups of patients who may benefit more from genetic testing compared with others? (3) How should patients with an indication for warfarin therapy be managed based on their genetic test results? Methods: A systematic literature search was performed for VKORC1 and CYP2C9 and their association with warfarin therapy. Evidence was critically appraised, and clinical practice recommendations were developed based on expert group consensus. Results: Testing of VKORC1 (-1639G\u3eA), CYP2C92, and CYP2C93 should be considered for all patients, including pediatric patients, within the first 2 weeks of therapy or after a bleeding event. Testing for CYP2C95, 6, 8, or 11 and CYP4F2 (V433M) is currently not recommended. Testing should also be considered for all patients who are at increased risk of bleeding complications, who consistently show out-of-range international normalized ratios, or suffer adverse events while receiving warfarin. Genotyping results should be interpreted using a pharmacogenetic dosing algorithm to estimate the required dose. Significance: This review provides the latest update on genetic markers for warfarin therapy, clinical practice recommendations as a basis for informed decision making regarding the use of genotype-guided dosing in patients with an indication for warfarin therapy, and identifies knowledge gaps to guide future research.