| Paper 326-a | Suffering Students in 11th-Century England and Tibet
(Language: English)
Christina M. Heckman, Department of English & Foreign Languages, Georgia Regents University
Annie Heckman, Faculty of Fine Arts, DePaul University, Illinois
Index terms: Art History - General, Education, Language and Literature - Comparative, Religious Life |
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| Abstract | Paper -a:
This paper addresses medieval learning as a power struggle, comparing literary and artistic representations of teachers and students in 11th-century England and Tibet. Through disputation, scholars learned complex power dynamics even as they ostensibly pursued truth. In medieval Tibet, masters taught students through physical ordeals, as in the hagiographies of Marpa and Milarepa; in Anglo-Saxon England, students learned through violence, avenging themselves on their masters with words, as in the Altercatio magistri et discipuli. We aim to uncover how these scholarly ordeals helped to transform education into a force for resistance as well as collaboration with temporal authorities.
Paper -b:
My paper will discuss the building of the Spanish colonial state as a process of negotiation between the conquerors and the conquered. The Spaniards were outnumbered by the indigenous peoples in an unfamiliar environment, and they needed the support of the conquered in order to rule them. The negotiation was carried out largely in the colonial courts as indigenous communities eagerly sought for benefits or remedies for their grievances. They did it on their own terms pursuing their own interests, but at the same time they enhanced the legitimacy of colonial rule. I will examine this negotiation process through court records in a local level in the 16th-century Popayán, contemporary Colombia.
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