Department of English

From the editorial by Maryanne Dever and Linda Morra:

"In the field of literary studies, critical engagement with the materiality of archived artefacts has been rather limited and, as Johanna Drucker observes, ‘locked in a peculiar straight-jacket literalism’ characterised by ‘little actual skill in the undertaking’.  The advent of the digital and the debates concerning the material status of digitised and born-digital collections, however, has brought a new intensity to reflections on the materially embodied status of traditional archival collections. Indeed, as various contributors to this special issue demonstrate, the arrival of digital technologies has provided a unique vantage point from which to theorise materiality anew and to address questions that were inadequately explored or unsuccessfully resolved in relation to traditional analogue sources and that we now recognise persist in relation to digital forms and formats. That is to say, these technologies have highlighted the assumptions and blind spots that have structured our existing practices and paradigms, pushing us to a fuller recognition, for example, about the relationship between matter and meaning and about the difference a specific medium makes. This is what Katherine Hayles identifies as the ‘something gained’  in an area of discussion often characterised by anxious discourses of ‘loss’..."

DOWNLOAD THE TABLE OF CONTENTS BELOW
ACCESS THE INTRODUCTION VIA THE LINK BELOW
You might also like to see the related book, "Paper, Materiality and the Archived Page" elsewhere on this site.

On the Other Side(s) of 150 explores the different literary, historical and cultural legacies of Canada’s sesquicentennial celebrations. It asks vital questions about the ways that histories and stories have been suppressed and invites consideration about what happens once a commemorative moment has passed.
Like a Cubist painting, this modality offers a critical strategy by which also to approach the volume as dismantling, reassembling, and re-enacting existing commemorative tropes; as offering multiple, conditional, and contingent viewpoints that unfold over time; and as generating a broader (although far from being comprehensive) range of counter-memorial performances.
The chapters in this volume are thus provisional, interconnected, and adaptive: they offer critical assemblages by which to approach commemorative narratives or showcase lacunae therein; by which to return to and intervene in ongoing readings of the past from the present moment; and by which not necessarily to resolve, but rather to understand the troubled and troubling narratives of the present moment. Contributors propose that these preoccupations are not a means of turning away from present concerns, but rather a means of grappling with how the past informs or is shaped to inform them; and how such concerns are defined by immediate social contexts and networks.

Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniqully positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area.

Les professeurs qui font des recherches dans le dom
aine de l’avancement des connaissances en enseignement et en apprentissage (ACEA), y compris ceux qui n’occupent pas un poste de leadership formel, occupent une position unique pour s’engager dans des activités de leadership qui peuvent faire avancer le domaine,
influencer leurs collègues et effectuer des changements dans leurs contextes locaux ainsi que dans les contextes plus vastes de leur établissement, de leur discipline et du contexte canadien en général. En nous appuyant sur la documentation déjà publiée en ACEA et sur nos d
iverses expériences personnelles, nous proposons un cadre qui dé
crit les contextes institutionnels en termes d’activités d’ACEA locale
s (micro-cultures) et de soutien administratif (niveau macro) que nous utilisons pour décrire les diverses manières dontn les chercheurs en ACEA peuvent en arriver à effectuer des changements selon leur propre contexte. En conclusion, nous invitons les chercheurs à prendre en considération leurs activités de leadership, à y réfléchir et à faire des expériences, non seulement pour leur propre croissance professionnelle mais également pour contribuer à la documentation dans ce domaine.