Diverse heritage: exploring literary identity in the American Southwest

Since the age of colonisation, the territory of New Mexico has been exposed to a diversity of cultural influence. Throughout recorded history various forces have battled for control of this territory, resulting in a continuous redefinition of its political, geographic and economic boundaries. Early representations of the Southwest have been defined as “strategies of negotiation” between Anglo, Hispanic and Native populations, strategies that are particularly evident in the territory of New Mexico. The contemporary identity of regions like northern New Mexico have destabilised the notion of what constitutes racial purity in regions which are defined by diversity. This thesis aims to evaluate the literary history of northern New Mexico in order to determine how exposure to a diversity of cultural influence has affected the region’s identity. An analysis of Anglo and Native writers from northern New Mexico will illustrate that these racial groups were influenced by the same geographic landscape. As such, their writing displays many characteristics unique to the region. In providing a comparative analysis of Native and Anglo authors from northern New Mexico, this thesis seeks to demonstrate commonalities of theme, structure and content. In doing so this research encourages a new perspective on New Mexico writing one which effectively de-centres contemporary notions of what the American canon should be.

Classical Romantic: Identity in the Latin Poetry of Vincent Bourne

This monograph examines a selection of Vincent Bourne's Latin verse in its classical, neo-Latin and vernacular contexts, with particular attention to the theme of identity (and differing forms of identity). Its aim is to initiate the resurrection from silence of an author whose self-fashioning is achieved by investigating the identity of the self in relation to the other and by foregrounding multiple attempts to fashion other selves.

From Back Cover of published book:

Through close and perceptive analysis of Bourne's negotiation of poetic identity, Haan argues in new ways for the blend of classicism and Romanticism informing his marginalized status. As such, the book promises to revive scholarship on Bourne, and to be of use to students and scholars of Latin as well as vernacular verse.
Carla Mazzio, Professor of English, University of Chicago.


Estelle Haan is the UK's most eminent neo-Latinist. Her books with the APS on Milton (From Academia to Amicitia, Transactions 88, part 6) and Addison (Vergilius Redivivus, Transactions 95, part 2) are both important contributions to our knowledge of those authors, and their scholarship is presented in a way that accommodates the growing number of specialists who do not read Latin. Much of the content of this study is entirely new, and it is written in a way that will make it accessible to non-Latinists. The connections with English-language poets that Professor Haan adduces page after page will be a very considerable resource for students of vernacular poetry.
Gordon Campbell, Professor of Renaissance Literature, University of Leicester.


I have long thought that a modern study of Vincent Bourne was very much needed, and am greatly pleased that one has now been written. Estelle Haan offers a thoughtful and sensitive study that has remarkable depth. She capitalizes on the familiarity with other eighteenth-century English poets about whom she has previously written (Cowper, Gray, and most recently Addison) and she makes use of contempoary literary theory without becoming dependent on any single approach or disfiguring her writing with critical jargon. This work will, one hopes, provoke further research into Bourne and his poetry.
Dana F. Sutton, Professor Emeritus of Classics, The University of California, Irvine.

A Contested Landscape: Monuments, public memory, and post-Soviet Identity in Stavropol’, Russia

Much recent literature in cultural, political and social geography has considered the relationship between identity, memory, and the urban landscape. This paper interrogates such literature through exploring the complex materialisation of memorialisation in post-Soviet Russia. Using the example of the statue of General Alexei Ermolov in Stavropol', an analysis of the cityscape reveals interethnic tensions over differing interpretations of the life and history of the person upon whom the statue is based. The existence of a rich literature on Ermolov and the Russian colonial experience in the North Caucasus helps to explain this. The symbolic cityscape of Stavropol' plays an important role in interethnic relations in the multi-ethnic city; it is both an arena through which Russian identity is communicated with people and produced and reproduced, and an arena through which Russian citizens compete with each other for authority on historical narratives that operate at and between a number of scales. People's readings of the cityscape can reveal much about power and space in contemporary Russia.

Claiming and displaying national identity: Irish Travellers' and students' strategic use of 'banal' and 'hot' national identity in talk

Two complementary explanations have been offered by social psychologists to account for the universal hold of national identity, first that national identity is ideologically assumed, as it forms the ‘banal’ background of everyday life, and second that national identity is ‘hotly’ constructed and contested in political and everyday settings to great effect. However, ‘banal’ and ‘hot’ aspects of national identity have been found to be distributed unevenly across national and subnational groups and banality itself can be strategically used to distinguish between different groups. The present paper develops these ideas by examining possible reasons for these different modes and strategies of identity expression. Drawing upon intergroup theories of minority and majority relations, we examine how a group who see themselves unequivocally as a minority, Irish Travellers, talk about their national identity in comparison to an age and gender-matched sample of Irish students. We find that Travellers proactively display and claim ‘hot’ national identity in order to establish their Irishness. Irish students ‘do banality’, police the boundaries and reputation of Irishness, and actively reject and disparage proactive displays of Irishness. The implications for discursive understandings of identity, the study of intra-national group relations and policies of minority inclusion are discussed.

Oppositional Political Identity in the Song Culture of the Vormärz and the 1848 Revolution in Germany

Historically political song has often been perceived negatively, as a disturbance of the peace, summed up by the legendary line from Goethe’s Faust: “Politisches Lied – ein garstiges Lied”. In the period in Germany of the Vormärz (from 1815 up to the revolution of March 1848), however, we see how this perception may be changing as it increasingly becomes a means of self-expression in public life. This was the era of restauration, in which broader sections of German society are striving for political emancipation from the princes and kings. A whole host of political themes emerge in the songs (Freiheitslieder) of that period in which a new oppositional political consciousness is reflected. The themes range from freedom of speech, freedom from censorship, and the need for democratic and national self-determination to critiques of injustice and hunger, and parodies of political convention and opportunism. Sources of reception give indications about the social and political milieus in which these songs circulated. Such sources include broadsheets, handwritten manuscripts, song collections, commemoration events, advertisements in political press, memoires, police reports and general literature of the time. In many cases we see how these songs reflect the emerging social and political identities of those who sing them. One also sees the use of well known melodies in the popular dissemination of these songs. An intertextual function of music often becomes apparent in the practice of contrefacture whereby melodies with particular semantic associations are used to either underline the message or parody the subject of the song.

How to promote professional competence and identity in social work students

Background: Field placement experiences are frequently cited in the literature as having most impact on a student social worker’s learning as they emerge into the profession. Placements are integral to the development of practice competence and in acquiring a sense of social work identity. However research on the effectiveness of educational strategies used to deliver learning and assess competence during placement are scarce. Internationally, pressures to meet increasing numbers of student enrolments have raised concerns about the potential impact on the quality of placements and practice teaching provided. These pressures may also impact on the appropriate transfer and application of learning to the student’s practice.
Aim: To identify learning activities rated most useful for developing professional practice competence and professional identity of social work students.
Method: Data were collected from 396 students who successfully completed their first or final placement during 2013-2014 and were registered at one of two Universities in Northern Ireland. Students completed a self-administered questionnaire which covered: placement setting and service user group; type of supervision model; frequency of undertaking specific learning activities; who provided the learning; which activities contributed to their developing professional competence and identity and their overall satisfaction.
Our findings confirmed the centrality of the supervisory relationship as the vehicle to enable quality student learning. Shadowing others, receiving regular supervision and receiving constructive feedback were the tasks that students reported as ‘most useful’ to developing professional identity, competence and readiness to practice. Disturbingly over 50% of students reported that linking practice to the professional codes, practice foci and key roles were not valued as ‘useful’ in terms of readiness to practice, feeling competent and developing professional social work identity. These results offer strong insights into how both the University and the practice placement environment needs to better prepare, assess and support students during practice placements in the field.

THE MAKING OF THE IMMIGRANT IDENTITY IN THE PRESS: Constructing the Immigrant Imagined Community

A dissertation submitted in partial fulfilment of the requirements for the degree of Master in Arts

Steeltown scene : genre, performance and identity in the alternative independent music scene in Hamilton, Ontario

This thesis examines the independent alternative music scene in the city of Hamilton, Ontario, also known, with reference to its industrial heritage, as "Steeltown." Drawing on the growing literature on the relationship between place and popular music, on my own experience as a local musician, direct observation of performances and of venues and other sites of interaction, as well as ethnographic interviews with scene participants, I focus on the role of space, genre and performance within the scene, and their contribution to a sense of local identity. In particular, I argue that the live performance event is essential to the success of the local music scene, as it represents an immediate process, a connection between performers and audience, one which is temporally rooted in the present. My research suggests that the Hamilton alternative music scene has become postmodern, embracing forms of "indie" music that lie outside of mainstream taste, and particularly those which engage in the exploration and deconstruction of pre-existing genres. Eventually, however, the creative successes of an "indiescene" permeate mass culture and often become co-opted into the popular music mainstream, a process which, in turn, promotes new experimentation and innovation at the local level.

Queer Encounters: exploring experiences of (gender)queers in women's public washroom spaces

This thesis is based on 13 qualitative interviews conducted with 12 individuals whom I refer to as (gender)queers in Winnipeg, Manitoba, and St. Catharines, Ontario. Drawing on queer theory and the literature of sexuality and space, I explore how (gender)queers experience women's public washrooms as gendered and heterosexualized spaces. I examine the degree to which a simultaneous heterosexing and female gendering of women's public washrooms is linked to the marginalization and sometimes violent exclusion of (gender)queers within these particular spaces. I also discuss the ways in which (gender)queers may use a variety of strategies aimed at navigating heterosexualized and gendered public washrooms. Finally, I explore alternatives to conventional washrooms spaces, including the gender-neutral washrooms, multi-stall non-gendered public washrooms, and public washrooms in queer spaces.

Insights Into the Remembered Educational Experiences of Male Caribbean Immigrants to Canada: Literacy and Identity in the Canadian Classroom

Abstract Past research has addressed the issue of male underachievement in literacy as an issue of global concern. This qualitative study focused on one subgroup of males which the literature highlighted as most at risk of educational underachievement in the Canadian educational landscape: male Caribbean immigrants to Canada. The research questions that framed the study sought to gain insight into the educational experiences of this group of learners so that ways through which their literacy achievement as measured by academic performance and classroom engagement could be projected. New literacy studies view literacy as socioculturally bound in social, institutional, and cultural relationships (Gee 1996). Literacy can therefore be thought of as an extension of self that Lankshear and Knobel (2006) assert is always connected to social identities. Central to the research questions as a result of this perspective was the discovery of the ideologies of reading held by the participants and their connections to literacy practice. Supplementary questions delved into socially valued literacy practices and ways in which learners saw themselves as Black males reflected in the Canadian educational framework. In this qualitative study with an interview design, data were collected through individual semistructured interviews with the 4 participants and through a focus group session with all the participants. The findings depicted that identity, interests, and ideologies of reading all influenced the literacy practices and engagement of Caribbean males. The findings documented are valuable as they provide a fresh perspective surrounding the educational experiences of the male Caribbean learner and can present insights which can lead to enhanced academic engagement and improved student achievement for this group of learners.

Weighing the Details: Gender Dualisms in Lightweight Women's Rowing

The purpose of this research project was to explore how women lightweight rowers in Ontario negotiate their gender and body identity. Through a feminist post-structural lens I investigated both ‘acceptable’ and contradictory gender and sport performances that exist in the culture of rowing in order to understand how identity is constructed at the intersection of these discourses. My goal was to learn how human experiences are shaped by discourses of power, and resulting constructions of acceptable gender attributes. Seven university-aged lightweight women’s rowers were interviewed, and the following themes were uncovered: the women are constantly engaging in acts of bodily control; often body image is affected by participation in the sport; there are instances of femininity that exist within the culture of lightweight rowing; inequalities are present within the culture, as are excuse making practices; and the potential for resistance is extremely complicated.

The Erasure of Sex and Gender Minorities in the Healthcare System

Étude de cas / Case study

Sodomy laws and gender variance in Tahiti and Hawai‘i

In both Hawaiian and Tahitian, the central meaning of mahu denotes gender-variant individuals, particularly male-bodied persons who have a significant investment in femininity. However, in Hawai‘i, unlike Tahiti, the word mahu is now more commonly used as an insult against gay or transgender people. The negative connotation of the term in Hawaiian indexes lower levels of social acceptability for mahu identity on O‘ahu (Hawai‘i’s most populous island) as compared to Tahiti. The article argues that these differences are partly due to a historical legacy of sexually repressive laws. The article traces the history of sodomy laws in these two Polynesian societies and argues that this history supports the hypothesis that sodomy laws (in conjunction with such social processes as urbanisation and Christianisation) are partially to blame for the diminished social status of mahu on O‘ahu. A different social and legal history in Tahiti accounts for the fact that the loss of social status experienced by Tahitian mahu has been lesser than that of their Hawaiian counterparts.