Child As Metaphor: Colonialism, Psy-Governance, and Epistemicide

This paper mobilizes transdisciplinary inquiry to explore and deconstruct the often-used comparison of racialized/colonized people, intellectually disabled people and mad people as being like children. To be childlike is a metaphor that is used to denigrate, to classify as irrational and incompetent, to dismiss as not being knowledge holders, to justify governance and action on others’ behalf, to deem as being animistic, as undeveloped, underdeveloped or wrongly developed, and, hence, to subjugate. We explore the political work done by the metaphorical appeal to childhood, and particularly the centrality of the metaphor of childhood to legitimizing colonialism and white supremacy. The article attends to the ways in which this metaphor contributes to the shaping of the material and discursive realities of racialized and colonized others, as well as those who have been psychiatrized and deemed “intellectually disabled”. Further, we explore specific metaphors of child-colony, and child-mad-“crip”. We then detail the developmental logic underlying the historical and continued use of the metaphorics of childhood, and explore how this makes possible an infantilization of colonized peoples and the global South more widely. The material and discursive impact of this metaphor on children’s lives, and particularly children who are racialized, colonized, and/or deemed mad or “crip”, is then considered. We argue that complex adult-child relations, sane-mad relations and Western-majority world relations within global psychiatry, are situated firmly within pejorative notions of what it means to be childlike, and reproduce multi-systemic forms of oppression that, ostensibly in their “best interests”, govern children and all those deemed childlike

Optimizing optical Bragg scattering for single-photon frequency conversion

We develop a systematic theory for optimising single-photon frequency conversion using optical Bragg scattering. The efficiency and phase-matching conditions for the desired Bragg scattering conversion as well as spurious scattering and modulation instability are identified. We find that third-order dispersion can suppress unwanted processes, while dispersion above the fourth order limits the maximum conversion efficiency. We apply the optimisation conditions to frequency conversion in highly nonlinear fiber, silicon nitride waveguides and silicon nanowires. Efficient conversion is confirmed using full numerical simulations. These design rules will assist the development of efficient quantum frequency conversion between multicolour single photon sources for integration in complex quantum networks.Comment: 9 pages, 14 figure

Alien Registration- Lefrancois, Alphonse (Bowdoin, Sagadahoc County)

https://digitalmaine.com/alien_docs/8582/thumbnail.jp

Les futurs enseignants et la didactique du français écrit: l'impact de la compétence perçue et réelle sur l'évolution des représentations à propos de la langue et de son enseignement

The purpose of this article is to describe the evolution of student teachers' representations on written French, according to their linguistic competence and to the appropriateness of their perceived competence in French. To achieve this, a survey was filled in twice by 67 students taking a first-year university course on grammar teaching, at the beginning and the end of the semester. This survey assessed beliefs about ten topics covered during the course. In general, after the course, students' representations have changed, in a way that varies according to the beliefs considered. Linguistic competence influences the ability to make one's representations evolve positively: the more one is competent in written French, the more one perceives one's competence correctly, the more one is open to the training given through the course; the less one is competent in written French, the more one overestimates one's competence, and the less one benefits from the course to make one's representations evolve. These results are particularly important in order to build a successful training program for student teachers.Cet article a pour objectif de décrire l'évolution des représentations des futurs enseignants à propos de l'enseignement du français écrit en fonction de leur maîtrise linguistique et de l'adéquation entre celle-ci et leur perception de compétence en français. Pour ce faire, un sondage a été administré à deux reprises à une cohorte de 67 étudiantes de lre année de baccalauréat inscrites à un cours de didactique de l'écrit: au début de la session et à la fin du cours. Ce sondage évaluait les croyances relatives à dix thèmes abordés dans le cadre du cours. De façon générale, à la suite de ce cours, les représentations des étudiantes se sont modifiées, de manière variable selon les conceptions évaluées. La compétence linguistique influence la capacité à faire évoluer les représentations de manière positive: plus on est forte en français écrit, plus la perception de compétence est ajustée et plus on est ouverte à la formation didactique dispensée ; plus on est faible en français, plus on surestime sa compétence et moins on parvient à tirer parti de la formation pour faire évoluer ses représentations. Ces résultats sont particulièrement importants pour concevoir un programme de formation initiale des maîtres voué au succès