Liberty Against Itself: British Freedoms in North America

My dissertation explores the theoretical foundations of what I refer to as the Canadian liberal ethos. Taking the British parliamentary revolution of 1688 as pivotal event I examine the development of political liberty in its English incarnations and trace its development as it was expressed in colonial British North America. This dissertation hopes to provide an explanatory analysis the of the liberal ethos that can: (a) contribute to understanding the pre-suppositions of liberty in a liberal democratic order, (b) contribute to an understanding of diversity and competing philosophical principles that informed the settlement of British North America and the institutionalization of the liberal ethos and, (c) consider the role that 1688-89 had on the development of political thought and the exercise of political power in British North America. This dissertation contributes to the growing literature that examines Canadian political foundations and the principles that informed it. By approaching the topic from a British perspective I hope that the theoretical and philosophical currents that emerged in 17th century Britain can be understood as they were applied to colonization of British North America

Education policy as an act of white supremacy: whiteness, critical race theory and education reform

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of Critical Race Theory (CRT). These perspectives offer a new and radical way of conceptualising the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neonazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream

Publishing in 20 leading marketing journals – an examination of global performance

Purpose of this paper was to examine the global contribution of academics to marketing literature between 1999 and 2003. This was done based on an examination of the location of academics institution of employment, as reported in published works within the targeted journals. This was then used to examine the globally dispersion of publishing by institutions.Design/approach. The paper used a content analysis. The authorship of all articles in 20 leading journals was examined between 1999 and 2003. Empirical examination of institutions performance was undertaken across geographic regions. There was also an examination of whether the type of journal impacted on regional performance, using Polonsky and Whitelaw&rsquo;s (2006) A, B and C journal groupings.Findings. The research found that there is a significant &ldquo;bias&rdquo; of authorship within the 20 journals examined, with the majority of works published by academics at institutions in North America. There is some variation in regional performance based on the type of journal examined. However, when one considers the number of universities within each country/region, it is identified that the proportion of institutions within a country/region publishing within the targeted journals is in fact hight outside North America.Limitations. There was no attempt to examine why any differences exist. The study also only focused on a sample of 20 English language journals over 5 years, although these journals have been &lsquo;defined&rsquo; as a leading marketing journal for European marketing academics.Practical Implications. The research suggests that there may in fact be a range of differences in publishing behaviour. It is unclear if these differences relate to variations in the &ldquo;objectives&rdquo; of institutions within each country or other factors. The research posits that a marketing knowledge may be unnecessarily restricted, if there is a bias against non-north American perspectives.Originality. While there have been other works examining research performance of institutions, there have not been any marketing-related works that focused on the nation in which authors work. This work therefore takes a global &ldquo;snapshot&rdquo; of national research performance within marketing.<br /

Indigenous Language Publishing in the North American Context

Developing Indigenous literacy is often seen as a key component of successful language revitalization and maintenance programs (Fishman 1991, Watahomigie and McCarty 1997, Bernard 1997, Grenoble and Whaley 2005), particularly in contexts such as North America (i.e., Native American and First Nations communities) where literacy in the language of wider communication is widespread and necessary for participation in daily life. To date, however, there has been no systemic evaluation of the types of literature available to readers of Indigenous languages, the methods of production and distribution, nor the effects of Indigenous literature on perceptions of language prestige. This paper provides a strategic analysis of discoverable and accessible reading material available in Indigenous languages across North America, surveying over 2,100 titles across 80 languages and dialects in North America, taking stock of the state of the art of Indigenous language book publishing and exploring how these publications can affect language attitudes. Cultivating positive language attitudes and language prestige is especially crucial in the North American context, where the great majority of Indigenous languages are highly endangered and most Indigenous people acquire English (or French, in some parts of Canada) as their mother tongue. Likewise, most Indigenous people acquire literacy in English or French first, and are exposed to literature that encompasses a wide variety of subjects, reading levels, and genres. I present the results of the survey of 2,100 Indigenous language publications in North America in terms of the subjects, reading levels, and genres available to Indigenous readers as compared to the literature available in the languages of wider communication, and identify the challenges faced by language revitalization programs that prioritize Indigenous literacy, including the difficulty of expanding literacy beyond the domain of education (Grenoble and Whaley 2005) and the economic hurdles in creating an Indigenous literary tradition. Bernard (1997) in argues that building an Indigenous literary tradition via publishing important for preserving Indigenous languages; I extend this argument by noting the role literature can play in building cultural capital (Bourdieu 1986) and prestige planning, particularly in the North American context where literature is so highly valued. Finally, I highlight some of the features found across successful Indigenous literature publishing endeavors and attempt to provide guidelines for future publishing projects. References Bernard, H. Russell. 1997. ‘Language Preservation and Publishing.’ In Nancy Hornberger (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 139-156. Berlin: De Gruyter Mouton. Bourdieu, Pierre and Richard Nice (translator). 1986. ‘Forms of Capital.’ Reproduced in Imre Szeman and Timothy Kaposy (Ed.). 2011. Cultural Theory: An Anthology. Wiley-Blackwell. Fishman, Joshua A. (Ed.) 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters. Grenoble, Lenore A. and Lindsay J. Whaley. 2005. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press. Watahomigie, Lucille J. and Teresa L. McCarty. 1997. ‘Literacy for what? Hualapai literacy and language maintenance.’ In Nancy Hornberger. (Ed.) Indigenous Literacies in the Americas: Language Planning from the Bottom Up. 95-113. Berlin: De Gruyter Mouton

Representations of North American 'place' and 'potential' in English travel literature, 1607-1660

This thesis analyses the representations of North America in English travel narratives between the years 1607-1660. Texts in both print and manuscript format are examined to discover how authors described the geography, climate, landscape, flora and fauna of America, as well as the settlements established there by the English. The thesis is mostly concerned with literature concerning Virginia and New England, although the settlements of Newfoundland, Maine and Maryland are also briefly mentioned. The first chapter describes the methodology of the thesis and locates its place alongside the existing literature. A chapter explaining the pre-history of English involvement in North America in the reign of Elizabeth I follows. Chapter Three describes the connection between printing and adventuring on which the thesis is predicted, explaining how the authors’ intentions and experiences affected their portrayal of the New World. The ways in which authors understood the geography and climate of America are explored in Chapter Four, including the influence of European thinking and the writers’ experiences in America itself. The landscape, including rivers, mountains and forests are examined next in chapter five, with a special focus on the Englishmen’s subduing of the landscape and their reactions to its potential. Chapters Six and Seven deal with the flora and fauna of the New World, tracing how the settlers’ initial high hopes of using the diversity of wildlife they encountered gave way to the realisation that familiar crops and animals imported from Europe would prove more useful than those found locally, with a few notable exceptions, such as tobacco. Chapters Eight and Nine analyse the changing representations of the English settlements themselves, by comparing the English experiences in Virginia and those of New England. Again, initial hopes give way to an acceptance of a less idealistic vision for the plantations. Chapter Ten brings the focus of the thesis back to England, asking how printed information about the New World was transmitted around the country by various practitioners of the printing trade, and who was able to digest this information. The representation of America, not only in travel narratives, but also in other forms of literature such as ballads, poetry and plays, are reviewed more broadly in chapter eleven, and an attempt is made to define the responses of individual and collective readers to the news from the New World that they gathered. In its conclusion, the thesis explores the influence of this literature on the new scientific thinking and on England’s relationship with her colonies

Reflejos del transitivo perfecto de ser en Canadá y USA: un estudio comparativo de corpus

The present paper examines the geographical distribution of three reflexes of a transitive be perfect in North America: done, finished, started (e.g. I’m done my dinner). This paper is a corpus study of Canadian Newsstand Complete and Newspaper Source Plus — commercial databases of regional and national mass media in Canada and the United States, respectively. A total of 1217 tokens have been found in Canadian sources, and none in the US ones. Constructional tokens in Canada have been found to be proportionately distributed across provinces and municipalities. Based on these findings, it is argued that the done my dinner construction is a feature that sets Canadian English (as a theoretical abstraction) apart from American English. It is emphasized, though, that the construction has been attested in some dialectal pockets in the US such as Vermont. The geographical restriction of the construction to Canada and selected dialectal areas in the US is hypothesized to have arisen from a Scottish founder effect; evidence from fictional literature and migration studies is presented as support. It is further argued that the construction is a retention in North American English rather than innovation because its earliest occurrence dates back to the middle of the 19th century.The present paper examines the geographical distribution of three reflexes of a transitive be perfect in North America: done, finished, started (e.g. I’m done my dinner). This paper is a corpus study of Canadian Newsstand Complete and Newspaper Source Plus — commercial databases of regional and national mass media in Canada and the United States, respectively. A total of 1217 tokens have been found in Canadian sources, and none in the US ones. Constructional tokens in Canada have been found to be proportionately distributed across provinces and municipalities. Based on these findings, it is argued that the done my dinner construction is a feature that sets Canadian English (as a theoretical abstraction) apart from American English. It is emphasized, though, that the construction has been attested in some dialectal pockets in the US such as Vermont. The geographical restriction of the construction to Canada and selected dialectal areas in the US is hypothesized to have arisen from a Scottish founder effect; evidence from fictional literature and migration studies is presented as support. It is further argued that the construction is a retention in North American English rather than innovation because its earliest occurrence dates back to the middle of the 19th century.Este artículo analiza la distribución geográfica de los tres reflejos del transitivo perfecto de ser en América del Norte: hecho, acabado, iniciado (por ejemplo, he terminado mi cena). Este trabajo es un estudio de corpus del Canadian Newsstand Complete y el Newspaper Source Plus — bases de datos comerciales de los medios de comunicación regionales y nacionales de Canadá y Estados Unidos, respectivamente. Se han encontrado 1217 registros en las fuentes canadienses, y ninguno en la de los Estados Unidos. Se han encontrado registros de construcciones en Canadá para ser distribuidos proporcionalmente entre provincias y municipios. Sobre la base de estos hallazgos, se discute que la construcción done my dinner es una característica que define el inglés canadiense (como abstracción teórica), diferente del inglés americano. Se hace hincapié, sin embargo, que la construcción se ha registrado en algunos puntos dialectales de los EE.UU., como Vermont. Se hipotetiza que la restricción geográfica de la construcción en Canadá y en las áreas dialectales seleccionadas en los EE.UU. puede haber surgido del efecto fundacional del escocés, según parecen indicar la literatura de ficción y los estudios de migración. Se argumenta además que esta construcción es una retención en el inglés de América del Norte más que una innovación, ya que su primera aparición se remonta a mediados del siglo XIX

Highland Canon Fodder: Scottish Gaelic Literature in North American Contexts

The assessment of the influence of Scottish literature and literary practice abroad, especially in the context of Scottish diasporas, has generally focused on fiction in English, particularly in the form of the novel. Missing from this approach is a large body of Scottish Gaelic literature, primarily oral poetry, which has been composed in a sustained literary tradition that extends from the medieval period in Scotland to the present day in North America. This article reviews the evidence for Gaelic literary continuity in the North American diaspora in terms of the literary conventions that have determined the forms of literary production, the iconic figures and literary culture signifiers invoked by authors, and the statements made by authors in their texts that reflect self-consciousness about the tradition in which they worked and to which they belonged

Directory of English/Chinese Names of Scholars in Chinese Studies - 海外中国研究学者名录（英中对照）

The Directory of English/Chinese Names of Scholars in Chinese Studies was a by-product of the "Chinese Studies in North America - Research and Resources" project. It provides both the English and the Chinese names of scholars involved in Chinese Studies mainly in North America. The Chinese names for western scholars resulted from an extensive in the relevant literature and on the internet at appropriate sites to find and authenticate the Chinese names used by these scholars. Where we could not find the Chinese name adopted by a scholar, we have transliterated their name into Chinese characters using the standard reference book 英语姓名译名手册. It is hoped that this directory will be useful for people needing to search for the Chinese names used by western scholars, or for the standard transliterations of their names into Chinese characters. Corrections of inaccurate information and addition of new names of Chinese Studies scholars worldwide are welcome. For corrections, comments and updates, please send emails to Haihui Zhang (Librarian for Chinese studies at East Asian Library, University Library System at University of Pittsburgh) at [email protected]

Becoming America: An Exploration of American Literature from Precolonial to Post-Revolution

The University of North Georgia Press and Affordable Learning Georgia bring you Becoming America: An Exploration of American Literature from Precolonial to Post-Revolution. Featuring sixty-nine authors and full texts of their works, the selections in this open anthology represent the diverse voices in early American literature. This completely-open anthology will connect students to the conversation of literature that is embedded in American history and has helped shaped its culture. Features: Contextualizing introductions from Pre- and Early Colonial Literature to Early American Romanticism Over 70 historical images In-depth biographies of each author Instructional Design, including Reading and Review Questions This textbook is an open Educational Resource. It can be reused, remixed, and reedited freely without seeking permission. About the editor: Wendy Kurant, Ph.D., teaches Early American Literature, American Romanticism, Realism, Naturalism, and Southern Literature at the University of North Georgia (UNG). Her research interests center on new Historicism and depictions of the South and the Civil War in Literature. She has taught at UNG since 2005.https://oer.galileo.usg.edu/english-textbooks/1019/thumbnail.jp