title: 'His great heart remained behind': Constructions of Identity in Alistair MacLeod's Fiction

authors: Hill, Freya

subjects: nova scotia

abstract: Alistair MacLeod’s short stories and novel (No Great Mischief) are widely read and critically praised. His writing focuses on the lives of the people of 20th century Cape Breton Island, Nova Scotia, and many of his characters are of Scottish descendent. He writes of the Island’s miners, fishermen and farmers, as well as the younger generation who increasingly leave their island homeland to pursue higher education and greater job opportunities. As a result of this out-migration, much of MacLeod’s work mourns the passing of the Island’s traditional, rural culture. MacLeod’s writing combines detailed and compelling physical description with metaphor and symbolism. This thesis looks at the ways in which the identity of the Islanders is constructed in MacLeod’s work; and how the myths of the Islanders’ minds collide with the physical reality of their lives. The four main themes that are analysed in the thesis are: Scotland, Journeys, Animals, and Death. Scotland is depicted as both a physical location, and a mythical ‘homeland’, synonymous with the exile and victimisation associated with the Scottish Diaspora. The Islanders’ lives are defined by the journeys they make to and from the Island. The modes of transport that enable these journeys are explored, including boats, cars and aeroplanes. Physical journeys often support the emotional journeys of the characters. ‘Horse and Hound’, the chapter on animals, provides a unique analysis of MacLeod’s depiction of the human-animal relationship (seen especially with horses and dogs), and animal symbolism. The deaths and ill treatment of whales, bulls and dogs are linked to the demise of the Island’s traditional culture. Violent and premature deaths occur in many of MacLeod’s works. This thesis discusses how a dead body is both a symbol of a life lost, but also a physical object which the families must deal with in their isolated island locations.

text: 'His great heart remained behind': Constructions of Identity in Alistair MacLeod's Fiction Alistair MacLeod’s short stories and novel (No Great Mischief) are widely read and critically praised. His writing focuses on the lives of the people of 20th century Cape Breton Island, Nova Scotia, and many of his characters are of Scottish descendent. He writes of the Island’s miners, fishermen and farmers, as well as the younger generation who increasingly leave their island homeland to pursue higher education and greater job opportunities. As a result of this out-migration, much of MacLeod’s work mourns the passing of the Island’s traditional, rural culture. MacLeod’s writing combines detailed and compelling physical description with metaphor and symbolism. This thesis looks at the ways in which the identity of the Islanders is constructed in MacLeod’s work; and how the myths of the Islanders’ minds collide with the physical reality of their lives. The four main themes that are analysed in the thesis are: Scotland, Journeys, Animals, and Death. Scotland is depicted as both a physical location, and a mythical ‘homeland’, synonymous with the exile and victimisation associated with the Scottish Diaspora. The Islanders’ lives are defined by the journeys they make to and from the Island. The modes of transport that enable these journeys are explored, including boats, cars and aeroplanes. Physical journeys often support the emotional journeys of the characters. ‘Horse and Hound’, the chapter on animals, provides a unique analysis of MacLeod’s depiction of the human-animal relationship (seen especially with horses and dogs), and animal symbolism. The deaths and ill treatment of whales, bulls and dogs are linked to the demise of the Island’s traditional culture. Violent and premature deaths occur in many of MacLeod’s works. This thesis discusses how a dead body is both a symbol of a life lost, but also a physical object which the families must deal with in their isolated island locations.

year: 2011

title: Does direct grammar instruction improve students’ performance on grammar-based tests of English as a foreign language?

authors: Wu, Hsiao-li

subjects: language learning

abstract: This paper reports the results of an experiment designed to test the hypothesis that direct grammar instruction has a positive impact on the test performance of learners of English as a foreign language. At first sight, the results appear to indicate that direct grammar instruction had a negligible effect overall on test performance. However, a more detailed examination of the results suggests that there was a marked positive effect in the case of some students. Furthermore, the test itself proved useful as a diagnostic tool and as a measure of student progress. Perhaps most significant is the fact that a comparison of the results of a pilot study and the experimental study itself raises issues about the significance, or otherwise, of research on teaching and learning second and foreign languages that is based on single experiments. Teachers of languages (international, community and indigenous) need to be sure that experimentally-based research is both robust and of direct relevance to the particular contexts in which they work. This is of real importance for many Pacific and Pacific-rim countries where the teaching and learning of English can have implications for economic success, and the teaching and learning of indigenous languages can have implications for the very survival of these languages.

text: Does direct grammar instruction improve students’ performance on grammar-based tests of English as a foreign language? This paper reports the results of an experiment designed to test the hypothesis that direct grammar instruction has a positive impact on the test performance of learners of English as a foreign language. At first sight, the results appear to indicate that direct grammar instruction had a negligible effect overall on test performance. However, a more detailed examination of the results suggests that there was a marked positive effect in the case of some students. Furthermore, the test itself proved useful as a diagnostic tool and as a measure of student progress. Perhaps most significant is the fact that a comparison of the results of a pilot study and the experimental study itself raises issues about the significance, or otherwise, of research on teaching and learning second and foreign languages that is based on single experiments. Teachers of languages (international, community and indigenous) need to be sure that experimentally-based research is both robust and of direct relevance to the particular contexts in which they work. This is of real importance for many Pacific and Pacific-rim countries where the teaching and learning of English can have implications for economic success, and the teaching and learning of indigenous languages can have implications for the very survival of these languages.

year: 2004-09

title: Community-university collaborations: creating hybrid research and collective identities

authors: Cave, Jennifer Barbara Jane

subjects: collaborative

abstract: In this article we explore the politics of community-university collaborative research and activism. We are scholars based in universities as well as members of various 'communities'-queer, Pasifika and Māori-hence we regularly venture beyond the formal research spaces of the academy and enter into critical collaborative research with others working in 'the community'. In what follows we first outline collaborative community-based research literature that advocates hybrid research collectivities. Second, we give some context and background to our methodologies that have enabled us to re-think collaborative research. Third, examples from our research are offered to illustrate the ways in which collaborative research constructs new collective identities. Finally, we conclude by arguing that social science scholars working across university-community boundaries may expand and multiply hybrid research collectives, and thereby effect positive social change at many levels

text: Community-university collaborations: creating hybrid research and collective identities In this article we explore the politics of community-university collaborative research and activism. We are scholars based in universities as well as members of various 'communities'-queer, Pasifika and Māori-hence we regularly venture beyond the formal research spaces of the academy and enter into critical collaborative research with others working in 'the community'. In what follows we first outline collaborative community-based research literature that advocates hybrid research collectivities. Second, we give some context and background to our methodologies that have enabled us to re-think collaborative research. Third, examples from our research are offered to illustrate the ways in which collaborative research constructs new collective identities. Finally, we conclude by arguing that social science scholars working across university-community boundaries may expand and multiply hybrid research collectives, and thereby effect positive social change at many levels

year: 2012