DOCSLIB.ORG

The Islands of the Danish Realm: the Quest for Sovereignty in Iceland, Greenland, and the Faroe Islands

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Islands of the Danish Realm: the Quest for Sovereignty in Iceland, Greenland, and the Faroe Islands The Islands of the Danish Realm: The Quest for Sovereignty in Iceland, Greenland, and the Faroe Islands by Masters of Arts in Island Studies Thesis Candidate Ryan Boulter University of Prince Edward Island April 28, 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Library and Bibliothèque et 1^1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-32082-2 Our file Notre référence ISBN: 978-0-494-32082-2 NOTICE: AVIS: The author has granted a non­ L'auteur a accordé une licence non exclusive exclusive license allowing Library permettant à la Bibliothèque et Archives and Archives Canada to reproduce,Canada de reproduire, publier, archiver, publish, archive, preserve, conserve,sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l'Internet, prêter, telecommunication or on the Internet,distribuer et vendre des thèses partout dans loan, distribute and sell theses le monde, à des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, électronique commercial purposes, in microform,et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in et des droits moraux qui protège cette thèse. this thesis. Neither the thesis Ni la thèse ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent être imprimés ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformément à la loi canadienne Privacy Act some supporting sur la protection de la vie privée, forms may have been removed quelques formulaires secondaires from this thesis. ont été enlevés de cette thèse. While these forms may be includedBien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract This paper examines the similarities and differences between the development of Iceland, Greenland, and the Faroe Islands from colonies toward sovereignty. All three island groups are examined in the context of history, national development, and external forces on the development their respective nation. Iceland, the Faroes and Greenland all were once as Danish colonies, but Iceland is the only one that has attained sovereignty. The Faroe Islands and Greenland have stopped short of sovereignty and retain Home Rule administrative powers within the Danish Realm. Many of the reasons why Iceland was able to obtain sovereignty are the same reasons why Greenland and the Faroe Islands have not been able to develop into sovereign nations. Iceland was able to build on its strong historic roots, high level of literacy, well organized and popular nationalist movement, and firm belief in an independent and prosperous Iceland. The Faroe Islands and Greenland have been hindered with late recognition of their culture and language, unorganized and unfocussed view of their future, and timidity regarding their economy and success as an independent nation. Greenland also has been held up by the vague and unresolved concept of aboriginal self government. Danish history, with a focus on Danish colonial history, is also examined to understand how Denmark has historically related with its colonies. Denmark was never a major colonial power with a mission to civilize. Danish colonialism was based almost purely on mercantilist purposes. The most important part of Danish colonial history is the development of the Danish Home Rule Model. The Home Rule Model, which can be traced back to the Icelandic Constitution of 1871, delegates the most administrative powers of all autonomy models in the international system. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A cknowledgements I would like to thank first and foremost Rebecca Driscoll. She has loved and supported me, as well as listened to and read this thesis more than anyone ever will again. She has kept me on task, scheduled, and focused. Without Rebecca I would not have been able to complete this. I send you my love and thanks. Second, I would like to thank my parents Richard and Linda, as well as my two brothers Andrew and Raymond and their families. I would also like to thank Rebecca’s parents Bill and Ann Driscoll and their family for their love and support. Third, I would like to thank the University of Prince Edward Island faculty and staff. In particular the Department of Political Studies, Dr. Barry Bartmann, Dr. Henry Srebmik, Jogvan Morkore, Maureen MacKay, the Faculty of Arts, Dean Richard Kurial, the staff and faculty of the Robertson Library, the Institute of Island Studies, Dr. Godfrey Baldacchino, and all associated facility. Fourth and finally, I would like to extend my support and congratulations to all other Master of Arts in Island Studies students and alumni for their hard work and dedication to this new and unique program. I hope that the amazing support from the University of Prince Edward Island as well as the academic world continues for this young and exceptional program. Thank you and enjoy, Ryan Boulter Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents Chapter 1 Introduction Introduction 1 Denmark: An Examination of the Literature 3 Iceland: An Examination of the Literature 4 Greenland: An Examination of the Literature 5 Faroe Islands: An Examination o f the Literature 7 Chapter 2 Danish History. Colonialism, and the Home Rule Model _________ 9 Introduction into Danish History 9 Denmark in World History 10 The Vikings to the Kalmar Union: 9'^-14'^ Century IS The Danish-Swedish Rivalry: 15'^-19‘^ Century 15 The End of Absolutism: Mid 19^^ Century 16 The Schleswig Issue: 1850-1920 16 Interwar and the ‘Peaceful Occupation’: 1920-1945 19 Post War Denmark and European Integration: 1945- Present 20 Danish Colonialism: A Brief Introduction 22 An Introduction into the Danish Home Rule Model 24 The Development of the Danish Home Rule Model 25 The Characteristics of the Danish Home Rule Model 27 The 1871 ‘Icelandic Constitution’ 28 The Faroese and Greenlandic Experience with the Home Rule Model 30 Conclusion 33 Chapter 3 Iceland’s Development into a Sovereign Nation _________________ 34 Iceland: An Introduction 34 The Discovery of Iceland 35 The First Settlers 39 The Age of Settlement: 870-930 40 The Birth of the Icelandic Commonwealth 42 The Sage Age: 930-1030 45 The Introduction of Christianity to Iceland: 1000 48 The End of the Icelandic Commonwealth: 1220-1262 49 Under Foreign Rule 52 The Kalmar Union Through to the Reformation: 1397-1550 53 The Reformation and Hardship for Iceland 56 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Trade Monopoly in Iceland 59 Skull Magnùsson: The First Icelandic Bailiff 61 Hard Times and the Emigration to North America: 18''’ and 19^'’ Centuries 62 The Building of the Icelandic Nation; Early Beginnings in the 19* Century 66 The End o f the Absolute Monarchy and the Birth of Icelandic Nationalism: I800-I85I 67 The Icelandic National Convention: 1851 71 The Icelandic Constitution of 1871 72 The Lead up to Icelandic Home Rule: 1874-1904 74 Icelandic Home Rule: 1904-1918 75 The Icelandic Kingdom and the Interwar years: 1918-1944 78 Iceland during World War II: The De Facto State and External Forces On Iceland 81 The Proclamation of the Republic of Iceland: 1944 85 Conclusion 86 Chapter 4 Greenland’s National Development Towards Sovereignty ________ 88 Greenland: An Introduction 88 Early Greenlandic History: Early Palaeo-Eskimo Culture in Greenland 90 The Viking Age in Greenland: lO"’ - 15''’ Century 92 The Rediscovery’ and ‘Colonization’ of Greenland: I6"'-20f’ Century 97 National Development; The Creation and Development of the Greenlandic Nation: 20* Century 99 External Forces on the Greenlandic Nation: The Experience of World War II 100 Post Second World War US Military’s Presence in Greenland 102 Social Developments in Post Second World War Greenland 107 Political Development in Post War Greenland 112 Structure of the Greenlandic Home Rule Government 115 The Greenlandic Economy and the Danish Block Grant 124 Conclusion 129 Chapter 5 The Faroe Islands National Development Towards Sovereignty 131 The Faroe Islands: An Introduction 131 The Discovery and Early Settlement o f the Faroe Islands: 8"’-I0"’ Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Centuries 133 Political, Economie, and Social Life in Pre-Reformation Faroe: ll'^- 13‘^ Centuries 137 Political Union, the Reformation, and Danish Dominance: 14*^- 16‘^ Centuries 139 The Old Faroese Life 141 The Law, Taxes, and Defence o f 16‘^-17 Century Faroes 142 The Trade Monopoly 145 The Faroese Tradition of Smuggling 150 Major Political, Social, and Economic Changes in 19^^ Century: The End of Absolutism and Trade Monopoly 152 Development of Written Faroese Language and the National Awakening: The Birth of Faroese Nationalism
Load more

Recommended publications
  • The Regional Distribution of Zeolites in the Basalts of the Faroe Islands and the Significance of Zeolites As Palaeo- Temperature Indicators
    The regional distribution of zeolites in the basalts of the Faroe Islands and the significance of zeolites as palaeo- temperature indicators Ole Jørgensen The first maps of the regional distribution of zeolites in the Palaeogene basalt plateau of the Faroe Islands are presented. The zeolite zones (thomsonite-chabazite, analcite, mesolite, stilbite-heulandite, laumontite) continue below sea level and reach a depth of 2200 m in the Lopra-1/1A well. Below this level, a high temperature zone occurs characterised by prehnite and pumpellyite. The stilbite-heulan- dite zone is the dominant mineral zone on the northern island, Vágar, the analcite and mesolite zones are the dominant ones on the southern islands of Sandoy and Suðuroy and the thomsonite-chabazite zone is dominant on the two northeastern islands of Viðoy and Borðoy. It is estimated that zeolitisa- tion of the basalts took place at temperatures between about 40°C and 230°C. Palaeogeothermal gradients are estimated to have been 66 ± 9°C/km in the lower basalt formation of the Lopra area of Suðuroy, the southernmost island, 63 ± 8°C/km in the middle basalt formation on the northernmost island of Vágar and 56 ± 7°C/km in the upper basalt formation on the central island of Sandoy. A linear extrapolation of the gradient from the Lopra area places the palaeosurface of the basalt plateau near to the top of the lower basalt formation. On Vágar, the palaeosurface was somewhere between 1700 m and 2020 m above the lower formation while the palaeosurface on Sandoy was between 1550 m and 1924 m above the base of the upper formation.
    [Show full text]
  • Approaches to Cultural Diversity in the Danish Education Sys- Tem: the Case of Public Schools
    Approaches to Cultural Diversity in the Danish Education Sys- tem: The case of public schools A European Approach to Multicultural Citizenship: Legal, Politi- cal and Educational Challenges EMILIE Contract no. CIT5-CT-2005-028205 WP3 Report on national case Sine Lex and Per Mouritsen Centre for University Studies in Journalism University of Aarhus Contents 1. Introduction 2. Data 3. The Danish ‘Folkeskole’ The challenge: Employment and ‘cohesion’ Discursive components on ‘integration’ in Danish public schools The primary school as an educator in national culture The primary school as an educator in citizenship and civic value 4. A linguistic approach to migrant children Danish as a second language – former neglect and present attention 5. Cultural diversity management in the primary schools 6. Nordgårdsskolen 7. Training in native language – and its abolition 8. Muslim ‘Free Schools’ 9. Conclusion 1. Introduction Previous work package reports on Denmark in this project have already discussed the Danish type of belonging and the resulting ‘civic/culturalist assimilation’ approach to cultural diver- sity and concomitant legislative and political responses (See WP1 and WP2). The field of education in general and primary school education in particular, is no exception to this ten- dency. As no group constituency favours any notion of multiculturalism – which is associated with illiberalism and value relativism – no or very few of the standard multicultural legislative 1 initiatives for the preservation of language, culture, and religion are seen in Denmark. Yet the system of Danish public education is facing cultural and linguistic diversity every day in a way that has to be dealt with. In a Danish political context of lacking political will to any sig- nificant degree of diversity politics this makes this sphere interesting as one of the areas in which the growing foreign/Muslim presence shows the most and in which the host society is directly confronted with cultural differences.
    [Show full text]
  • Facts and Figures 2007 Is an Outline of the Danish Education System with a Quantitative Description of Trends and Developments in Various Fields of Education
    Facts and Figures 2007 is an outline of the Danish education system with a quantitative description of trends and developments in various fields of education. The education system is changing continuously keeping up with new generations and new requirements from the labour market. This publication presents a series of key figures in tables and graphs showing the directions of the development. Primarily, the publication illustrates the development by Danish figures complemented by equivalent figures from selected countries. Facts and Figures F a c t s a 2007 n d F i g Key Figures in Education 2007 u r e s 2 0 0 7 ISBN 978-87-603-2691-2 The Danish Ministry of Education – Statistical Publication no. 3 – 2008 Facts and Figures 2007 Key Figures in Education 2007 The Danish Ministry of Ecucation – Statistical Publication no. 3 – 2008 Facts and Figures 2007 Key Figures in Education 2007 Author: UNI•C Statistics & Analysis for the Danish Ministry of Education Editor: Susanne Irvang Nielsen, UNI•C Statistics & Analysis Serial editor and production: Werner Hedegaard, Danish Ministry of Education Translation: Ability Graphics: Malchow A/S, Ringsted, Denmark Cover: Malchow A/S, Ringsted, Denmark 1st edition, 1st printing, April 2008: 500 pcs. ISBN 978-87-603-2691-2 ISBN (WWW) 978-87-603-2692-9 Internet: pub.uvm.dk/2008/factsandfigures Published by the Danish Ministry of Education Placement of orders (ISBN 978-87-603-2691-2) at: NBC Ekspedition Tel: +45 56 36 40 40, Fax: +45 56 36 40 39 or e-mail: [email protected] or at booksellers Printing: Schultz
    [Show full text]
  • English, French, and Spanish Colonies: a Comparison
    COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River.
    [Show full text]
  • Student Handbook
    2018/2019 Student Handbook . University of the Faroe Islands 2018/2019 1 2 INTRODUCTION Dear student, Welcome to the University of the Faroe Islands. You are now embarking upon a new period of your life, where you have chosen to attend university. Our wish is that your time spent studying here will be positive, instructive, and stimulating. At the University of the Faroe Islands it is important to us that as a student you feel as welcome as possible, that you receive a great start to your studies and good studying habits, that your well-being is a priority, and that your time spent at the university will be both challenging, constructive, and exciting. We encourage you as a student to be active, to participate in social activities or events, and to bring your own personal contribution to a good and constructive academic environment, so that you play a part in promoting well-being – both for yourself and for your fellow students. It is, among others, productive students who have helped making the university known for being a good place to study. The fact that the various offered programmes are located at several separate places in the city, makes it even more necessary that the students and staff participate in communal arrangements for everyone, and thereby play their part in developing a feeling of communal identity and increased well-being. The staff at the university is also there to help, guide, and support you in reaching your educational goals. Those who are first and foremost available to you are: the department offices, the Student Services Centre and the student counsellors.
    [Show full text]
  • The Postcolonial North Atlantic Iceland, Greenland and the Faroe Islands
    The Postcolonial North Atlantic Iceland, Greenland and the Faroe Islands Edited by Lill-Ann Körber and Ebbe Volquardsen Nordeuropa-Institut der Humboldt-Universität Berlin Table of Contents EBBE VOLQUARDSEN/LILL-ANN KÖRBER The Postcolonial North Atlantic: An Introduction WILLIAM FROST The Concept of the North Atlantic Rim; or, Questioning the North Iceland GUÐMUNDUR HÁLFDANARSON Iceland Perceived: Nordic, European or a Colonial Other? KRISTÍN LOFTSDÓTTIR Icelandic Identities in a Postcolonial Context ANN-SOFIE NIELSEN GREMAUD Iceland as Centre and Periphery: Postcolonial and Crypto-colonial Perspectives REINHARD HENNIG Postcolonial Ecology: An Ecocritical Reading of Andri Snær Magnason’s Dreamland: A Self-Help Manual for a Frightened Nation () HELGA BIRGISDÓTTIR Searching for a Home, Searching for a Language: Jón Sveinsson, the Nonni Books and Identity Formation DAGNÝ KRISTJÁNSDÓTTIR Guðríður Símonardóttir: The Suspect Victim of the Turkish Abductions in the th Century Faroe IslanDs BERGUR RØNNE MOBERG The Faroese Rest in the West: Danish-Faroese World Literature between Postcolonialism and Western Modernism 6 TABLE OF CONTENTS MALAN MARNERSDÓTTIR Translations of William Heinesen – a Post-colonial Experience CHRISTIAN REBHAN Postcolonial Politics and the Debates on Membership in the European Communities in the Faroe Islands (–) JOHN K. MITCHINSON Othering the Other: Language Decolonisation in the Faroe Islands ANNE-KARI SKARÐHAMAR To Be or Not to Be a Nation: Representations of Decolonisation and Faroese Nation Building in Gunnar Hoydal’s Novel Í havsins hjarta () Greenland BIRGIT KLEIST PEDERSEN Greenlandic Images and the Post-colonial: Is it such a Big Deal after all? CHRISTINA JUST A Short Story of the Greenlandic Theatre: From Fjaltring, Jutland, to the National Theatre in Nuuk, Greenland KIRSTEN THISTED Politics, Oil and Rock ‘n’ Roll.
    [Show full text]
  • Nuclear-Weapon-Free Zones
    The articles contained in Disarmament Forum are the sole responsibility of the individual authors. They do not necessarily reflect the views or opinions of the United Nations, UNIDIR, its staff members or sponsors. The names and designations of countries, territories, cities and areas employed in Disarmament Forum do not imply official endorsement or acceptance by the United Nations. Printed at United Nations, Geneva GE.05-00859—June 2011—4,000 UNIDIR/2011/3 ISSN 1020-7287 Printed on recycled paper Table of contents 1 Editor’s note Kerstin Vignard Nuclear-weapon-free zones 3 Peeling the orange: regional paths to a nuclear-weapon-free world Michael Hamel-Green 15 The Treaty of Pelindaba: towards the full implementation of the African NWFZ Treaty Noël Stott 27 The Arctic: top of the world to be nuclear-weapon-free Jan Prawitz 39 Possible elements of an NWFZ in the Middle East Nabil Fahmy and Patricia Lewis 51 The role of civil society in promoting a WMDFZ in the Middle East Chen Kane 63 UNIDIR focus Editor’s note Kerstin Vignard Nuclear-weapon-free zones (NWFZs)—from the 1967 Treaty of Tlatelolco to the 2006 Treaty of Semipalatinsk—are an important and concrete contribution to the nuclear disarmament regime. There has been renewed interest in the establishment of new zones, with talk of a zone in the Arctic and in the Middle East. Progress with current NWFZs is also being made—the protocols to the Treaty of Pelindaba were submitted to the US Senate in May 2011 for consent to ratification, making the United States the final nuclear-weapon state to do so.
    [Show full text]
  • Good Government Nordic and East Asian Perspectives
    Good Government Nordic and East Asian Perspectives Geir Helgesen and Uichol Kim in collaboration with Good_Govt.pm6 1 20/08/02, 10:16 First published in 2002 by NIAS Press Nordic Institute of Asian Studies Leifsgade 33, DK–2300 Copenhagen S, Denmark tel: (+45) 3254 8844 • fax: (+45) 3296 2530 E–mail: [email protected] • Website: http://www.niaspress.dk/ in collaboration with the Danish Institute of International Affairs (DUPI) Typesetting by NIAS Press Printed and bound in Denmark by Hertz bogtrykkergården a/s Cover design by Nanna Bild © Geir Helgesen and Uichol Kim 2002 All rights reserved. No part of this volume may be reproduced in whole or in part without the express permission of authors and publisher. The responsibility for facts and opinions expressed in this publication rests exclusively with the authors, and their interpretations do not necessarily reflect the views of the publishers. Publication of this book was made possible thanks to economic support from the Nordic Institute of Asian Studies and the Danish Institute of International Affairs British Library Catalogue in Publication Data A CIP catalogue record for this book is available from the British Library ISBN 87-91114-16-0 Good_Govt.pm6 2 20/08/02, 10:16 Contents Preface 5 The Research Network 6 Sponsors 6 East Asian Ideals: Harmony with Nature, Acknowledgementss 6 Self and Others 40 Introduction 7 Confucianism 41 Why is it important to understand East Asian societies 43 other societies? 7 Confucianism in modern East Asia 45 East Asia and the Nordic countries: Socialization
    [Show full text]
  • Act on the Althing Ombudsman
    Act No. 85/1997 on the Althing Ombudsman Article 1 Election of the Althing Ombudsman The Althing Ombudsman is elected by Althing for a period of four years. He shall fulfil the conditions provided by law as to fitness to hold the office of Supreme Court Justice and may not be a Member of Althing. In the event of the death of the Ombudsman, or his permanent incapacitation for other reasons, Althing shall hold a new election for the office. The same applies if the Ombudsman is released from his duties of his own volition, or if two thirds of the members of Althing vote to dismiss him. In case of a temporary absence of the Ombudsman the Speaker of Althing will appoint a substitute to act for him meanwhile. Article 2 Role of the Althing Ombudsman, etc. The role of the Althing Ombudsman is to monitor, on behalf of Althing and in such manner as is further stated in this Act, the administration of the State and local authorities, and to safeguard the rights of the citizens vis-a-vis the authorities. He shall ensure that the principle of equality is upheld in public administration and that such administration is otherwise conducted in conformity with the law and good administrative practice. The Ombudsman shall not, in the discharge of his functions, have to take instructions from anybody, Althing included. Article 3 Jurisdiction of the Althing Ombudsman The jurisdiction of the Althing Ombudsman extends to State and local administration. The Ombudsman's jurisdiction also extends to the activities of private parties insofar as they have been by law vested with public authority to decide as to individuals' rights and obligations in the sense of Article 1, para.
    [Show full text]
  • The Year in Elections, 2013: the World's Flawed and Failed Contests
    The Year in Elections, 2013: The World's Flawed and Failed Contests The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Norris, Pippa, Richard W. Frank, and Ferran Martinez i Coma. 2014. The Year in Elections 2013: The World's Flawed and Failed Contests. The Electoral Integrity Project. Published Version http://www.electoralintegrityproject.com/ Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11744445 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA THE YEAR IN ELECTIONS, 2013 THE WORLD’S FLAWED AND FAILED CONTESTS Pippa Norris, Richard W. Frank, and Ferran Martínez i Coma February 2014 THE YEAR IN ELECTIONS, 2013 WWW. ELECTORALINTEGRITYPROJECT.COM The Electoral Integrity Project Department of Government and International Relations Merewether Building, HO4 University of Sydney, NSW 2006 Phone: +61(2) 9351 6041 Email: [email protected] Web: http://www.electoralintegrityproject.com Copyright © Pippa Norris, Ferran Martínez i Coma, and Richard W. Frank 2014. All rights reserved. Photo credits Cover photo: ‘Ballot for national election.’ by Daniel Littlewood, http://www.flickr.com/photos/daniellittlewood/413339945. Licence at http://creativecommons.org/licenses/by/2.0. Page 6 and 18: ‘Ballot sections are separated for counting.’ by Brittany Danisch, http://www.flickr.com/photos/bdanisch/6084970163/ Licence at http://creativecommons.org/licenses/by/2.0. Page 8: ‘Women in Pakistan wait to vote’ by DFID - UK Department for International Development, http://www.flickr.com/photos/dfid/8735821208/ Licence at http://creativecommons.org/licenses/by/2.0.
    [Show full text]
  • Colonial Theodicy and the Jesuit Ascetic Ideal in José De Acosta's
    chapter 6 Colonial Theodicy and the Jesuit Ascetic Ideal in José de Acosta’s Works on Spanish America Bryan Green This chapter aims to demonstrate the centrality of the problem of theodicy in José de Acosta’s (1540–1600) scientific, ethnographic, and historical writings on Spanish America.1 Based on Acosta’s experience as the Jesuit provincial of Peru and his active participation in the political and ecclesiastical reforms initiated under the viceroy Francisco de Toledo (1515–82), these works bear witness to the moral evils running rampant among his fellow Spaniards and the concomi- tant suffering inflicted upon the indigenous population.2 While Acosta recog- nizes the moral evil at the root of Spanish sovereignty, namely greed in the ruthless pursuit of precious metals, his colonial theodicy nevertheless main- tains that this evil is a means to the greater good of the Amerindian’s salvation. In his guidelines for missionary conduct, Acosta offers a response to this ethi- cal impasse through the performance of a distinctly Jesuit ascetic ideal, which 1 This chapter was written at the Pontificia Universidad Católica de Valparaíso with the sup- port of a research grant from the Chilean government (fondecyt Iniciación en Investigación no. 11140527, 2014–17). 2 The son of a prosperous merchant from Medina del Campo in Spain, Acosta entered the Society in 1552 and completed the first years of his studies at the Jesuit college in his home- town. Having distinguished himself as a student and grammar teacher in several Jesuit schools throughout Iberia, Acosta moved on to study philosophy and theology at the renowned University of Alcalá de Henares in 1557.
    [Show full text]
  • Papers Biographical Notes Reviews Contents
    Contents Papers Kidney Transplantation Care. Rev. by Klaus Hoeyer 3 Editorial. By Lars-Eric Jönsson 165 Textiles in Eastern Norway – Bjørn Sverre Hol 5 Cosmopolitan Imaginaries and Local Realities. Haugen, Virkningsfulle tekstiler – i østnorske The Welfare State Perceived as a Restriction and bønders draktpraksiser på 1700-tallet. Rev. by Li- an Ideal for Swedish Tech-entrepreneurs in Europe zette Gradén & Tine Damsholt and the US. By Lisa Wiklund 167 Fashions as Museum Objects – Anne-Sofie Hjem- 21 Sweden and Swedishness from Migrants Afar. By dahl, Liv i museet. Kunstindustrimuseet i Oslo gjør Ida Tolgensbakk and Annie Woube kropp med moteklær 1928–1960. Rev. by Lizette 38 Dress and Dance. The Staging of Multiple Tem- Gradén & Tine Damsholt poralities in an Art-Historical Setting. By Anne- 171 Dracula Tourism – Tuomas Hovi, Heritage through Sofie Hjelmdahl Fiction. Dracula Tourism in Romania. Rev. by An- 56 “I Am A Skirt Person”. Resistance to Women’s ders Kaliff Trouser Fashion in Oral History Narratives. By 175 The Meanings of Paid Work – Kirsi-Maria Hytö- Arja Turunen nen, Ei elämääni lomia mahtunut. Naisten 70 Collaborative Knitting. Experiencing Tradition and muistelukerrontaa palkkatyöstä, talvi- ja jatkoso- Space. By Anna Rauhala tien jälleenrakennuksen aikana. Rev. by Pia Olsson 87 Implied Meal Partners. Ethnographic Accounts of 177 Mothers from Rural Areas Discussing Their Well- Elderly Participants in a Clinical Intervention and being and Networks – Pilvi Hämeenaho, Hyvin- Their Meals. By Marie Haulund Otto voinnin verkostot maaseudulla asuvien äitien arjes- 104 Cells in Suspense. Unboxing the Negotiations of a sa. Etnologinen tutkimus palvelujen käytöstä ja Large-scale Cell Transplantation Trial.
    [Show full text]