In September 2014, forty-three students were attacked and forcibly disappeared by police in the town of Iguala, Mexico. The Ayotzinapa Case, as it is known, caused international outcry and a domestic political crisis. In the following weeks, the surrounding countryside was discovered to be saturated with clandestine individual and mass graves, and a crisis emerged around bodily remains and their improper burial. As the willingness of the Mexican State to investigate became less and less credible, families of the disappeared —not just families of the students, but families of hundreds of other disappeared people across the country— took on the role of searching for their loved ones and caring for the name-less and unidentified dead they began to find. No longer waiting for authorities to act, kin of the disappeared began to symbolically and materially enact attributes of the State. What started as groups of people getting together on Sundays in the town of Iguala, to go to the hills in search of bodies in clandestine burials, grew in the following years into a nation-wide social movement. What does it mean to find a murdered body in Mexico today? What does it mean for it to become evidence? What work is done through the discovery by searching families of such bodies? The result of 32 months of ethnographic fieldwork in Mexico, between 2015 and 2021, this dissertation builds on anthropological scholarship on bureaucracy and forensic evidentiary practices to examine the encounters of relatives of the disappeared and State authorities. It analyses current regimes of justice and forensic expertise, interrogating how bodies in the ground are translated into terms legible to the law. This project investigates social processes of public truth production, forms of violence exerted by the State —through physical violence, forced disappearance, and bureaucratic violence— by bringing into conversation forensics alongside recent critical perspectives on bureaucracy, bearing in mind longstanding approaches to the anthropology of death and the anthropology of the State, to address how dead bodies become evidence and how truth claims circulate around and through them.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Bibliography: leaves 257-262.

Cette thèse porte sur l’histoire de la traduction en Colombie dans le XIXe siècle. Elle étudiera le rapport entre la traduction et l’éducation pendant la réforme éducative menée par le groupe politique connu sous le nom de los radicales liberales. Pour ce faire, elle décrit et analyse les traductions parues dans le périodique officiel de la réforme, La Escuela Normal (1871-1879), dont la mission consistait en la diffusion des informations administratives et légales concernant la réforme éducative. On y trouve aussi des articles sur l’éducation et des leçons destinés à la formation des enseignants (manuels scolaires). À partir d’une démarche méthodologique et théorique descriptive et socioculturelle qui combine l’analyse des traductions et le contexte de réception de celles-ci, on analyse comment et pourquoi le contexte politique, social et éducatif de l’époque s’est répercuté sur la sélection des thématiques et des auteurs à traduire dans ce périodique. De plus, le groupe de traducteurs et d’intellectuels ainsi que la façon de traduire de ceux-ci sont étudiés. Cette recherche permet d’observer que la traduction n’est pas une activité neutre, mais une activité au centre de dynamiques sociales et culturelles. De plus, les contacts culturels permettent des transferts divers, notamment des traductions, mais aussi des représentations et des modèles sociaux. Finalement, la traduction s’avère un instrument au service des intérêts particuliers d’un groupe politique et social. / This dissertation is framed in the context of translation history in Colombia during the 19th century. It articulates the relationship between translation and education during the education reform implemented by the radical wing of the Colombian Liberal Party known as los radicales. In order to explore such relationship, the translations published in La Escuela Normal (1871-1879) are described and analyzed. This periodical, an official publication organ of the Radical administration, had as its goal to disseminate administrative and legal information concerning the education reform. It also became a vehicle for the publication of articles of pedagogical nature and of lessons about different subjects, intended to be used for teacher education (textbooks). By proposing a descriptive, socio-cultural theoretical framework and methodology, which combines the analysis both of translations and the context of their reception, this study explores how and why the political, social, and educational context of the time influenced the choice of topics and authors to be translated for the periodical. It also examines the group of translators and intellectuals that contributed to the publication, as well as their translation strategies. This study presents translation as an activity that is not neutral, but is actually enmeshed in social and cultural dynamics. Furthermore, cultural exchanges foster all kinds of transfers, ranging from the adoption of social models and representations to the practice of translation proper. In the end, translation reveals itself as a tool at the service of the interests of a given political and social group.