English Studies In Canada

This publication focuses on vocabulary, which reflects unique Canadian traits; elements that share not only a Canadian origin but also reference to everyday contexts present on both the micro and macro stage. The conducted study aimed to show variation on the lexical level, which may result from a fluid sense of national identity. The Toronto region, due to its extensive multi-cultural and multi-ethnic background bears a sense of diversity both on the social and linguistic ground. The conducted study involved the distribution of questionnaires, which tested speakers’ knowledge of Canadian register, their ability of using them in the context of everyday discourse and the identification of items. Furthermore, the author had obtained two years worth of texts from the Toronto Sun, which enabled the observation of Canadianisms within the written medium of a media context. The resulting data formed a database labeled by the author as the LCTES (Lodz Corpus for Toronto English Study).

Lillian Allen is one of the leading creative Black feminist voices in Canada. Her work has been foundational to the dub poetry movement, which swept across the Black diaspora in the 1980s, taking roots/routes in Kingston, Toronto, and London and offering exciting sounds of protest and a careful, detailed documenting of everyday life as political praxis. Make the World New brings together some of the highlights of Lillian Allen's work in a single volume. It revisits her well-known verse from the celebrated collections Rhythm an’ Hardtimes, Women Do This Everyday, and Psychic Unrest, while also assembling new and uncollected poems. Allen's poetry is incisive in its narration of Black life and its call to create new and different futures. Her work highlights the need for radical intersectional change as a process of social transformation. Allen’s afterword, “Tuning the Heart with Poetry,” includes the writer's reflections on her process and the social and cultural impact of the work. The introduction, by Ronald Cummings, engages with the duality of Lillian Allen's poetry in its written and spoken forms, and the give and take in committing poems to the page that “are not meant to lay still.” He also reflects on the dynamism of Allen's dub poetry, where, for example, her portrayal of breaths and breathings take on new resonance in the era of Black Lives Matter and COVID-19.

"This is an analysis of English studies in higher education, addressed in particular to practitioners in the field - teachers and students. As Heather Murray states in her introduction, those who work in English are likely to have a stronger sense of critical history than of disciplinary history. She contends that, in order to understand and reform the discipline of English studies, it is necessary to shift the focus of examination 'down and back' - to look at ordinary and often taken-for-granted disciplinary practices (such as pedagogy), and to extend the historical frame." "Murray begins with an examination of some important historical moments in the development of the discipline in Canada: the appointment in 1889 of W.J. Alexander as first professor of English at the University of Toronto; the twenty-five-year experiment early in this century in rhetorical and dramatic education for women that the Margaret Eaton School of Literature and Expression represented; and the entry of 'theory' into the English-Canadian academy. The second section examines some of the common features and routines of English departments, such as curriculum design, seminar groups, tests and assignments, essay questions, and the conference, in order to establish the critical/political principles that underpin study and teaching in the academy today. In this section, Murray also focuses on the role of women as students and teachers of English. The final section surveys the literature available for further research on the discipline and for constructing a history of English studies in Canada."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

George Floyd's death on May 25th 2020 marked a watershed in reactions to anti-Black racism in the United States and elsewhere. Intense demonstrations around the world followed. Within literary studies, the demonstrations accelerated the scrutiny of the literary curriculum, the need to diversify the curriculum, and the need to incorporate more Black writers. Decolonizing the English Literary Curriculum is a major collection that aims to address these issues from a global perspective. An international team of leading scholars illustrate the necessity and advantages of reform from specific decolonial perspectives, with evidence-based arguments from classroom contexts, as well as establishing new critical agendas. The significance of Decolonizing the English Literary Curriculum lies in the complete overhaul it proposes for the study of English literature. It reconnects English studies, the humanities, and the modern, international university to issues of racial and social justice. This book is also available as Open Access on Cambridge Core.

Is there a distinctly Canadian Shakespeare? What is the status and function of Shakespeare in various locations within the nation: at Stratford, on CBC radio, in regional and university theatres, in Canadian drama and popular culture? Shakespeare in Canada brings insights from a little explored but extensive archive to contemporary debates about the cultural uses of Shakespeare and what it means to be Canadian. Canada's long history of Shakespeare productions and reception, including adaptations, literary reworkings, and parodies, is analysed and contextualized within the four sections of the book. A timely addition to the growing field that studies the transnational reach of Shakespeare across cultures, this collection examines the political and cultural agendas invoked not only by Shakespeare's plays, but also by his very name. In part a historical and regional survey of Shakespeare in performance, adaptation, and criticism, this is the first work to engage Shakespeare with distinctly Canadian debates addressing nationalism, separatism, cultural appropriation, cultural nationalism, feminism, and postcolonialism.