As they took stock of the ways that the Great Migration and America’s post-war global role were changing the South, Richard Wright, Carson McCullers, Ralph Ellison, and Albert Murray crafted narratives that articulated a particular perspective on the South. These writers dreamed of putting the regionally distinctive characteristics that they found valuable in the South into conversation with a sense of expansiveness and possibility, one that they associated with a migratory and increasingly globally-connected nation. In this project, I examine these southern cosmopolitan negotiations in Wright, McCullers, Ellison, and Murray’s southern narratives, and I argue that these writers are crucial to our understanding of the post-migration South in the twentieth and twenty-first centuries. / text

Photographs contain a wealth of information which may be used effectively in historical research. Visual images may be used as evidence, for illustration, for comparison and contrast, and for analytical purposes. Somewhat perplexing is the relatively minimal use of photographs as primary sources in historical inquiry concerning schooling. Many visual clues exist which can help to explain the activities, methods, resources and quality of schooling, and the people involved in schooling, in selected locations. Visual clues may be coordinated with text and with other artifacts to present a more complete picture of schooling in a specific time and place than text alone can provide. Photographs provide opportunities to compare systems of schooling and to engage in longitudinal analysis of a single school system. They can be useful in helping to investigate elements of schooling that may have elevated selected school systems to exemplary levels. The presence of a large collection of educationally related photographs reveals opportunities for utilization which are not present with individual photographs or small groups of photographs. The potential uses of photographs as primary sources for inquiry are not limited to professional historians, but may be taught to, and used by students, as well. This study shows benefits and possibilities of utilizing photographic images as primary sources in historical research in education, and in teaching historical research methods, through the use of examples contained in the Albert W. Achterberg Collection of photographs. The collection was developed during the period of 1940-1999 over an 8,000 square mile area in south-central Nebraska and features a school system in the town of Holdrege, Nebraska.

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According to postcolonial theory, postcolonial literature tends to depict non-Westerners – the native Other – as a homogenous mass, portrayed as carrying all the dark human traits. The Other is often represented as, for instance, being exotic, violent, hostile and mysterious, and either stands in opposition to, or is portrayed as being completely different from the Westerner. With postcolonial theory as a background, this study is a close-reading analysis and comparison of Albert Camus’ The Stranger (1942), which takes place in a colonial Algeria, and J.M. Coetzee’s Disgrace (1999), which is set in postcolonial South Africa. The novels have been analysed in terms of representation of the Other, as well as the power relations and hierarchy between Westerners and natives, in order to see if these aspects are portrayed differently due to the fact that one novel is written pre-independence and the other post-independence. The results show that the representation of the Other is in accordance with postcolonial theory, in both novels. The natives are exoticised, portrayed as violent and mysterious in a hostile manner, and the plot is viewed from the perspective of the Western, white male protagonist. However, the power relations differ; in The Stranger, the Westerners are definitely superior, whereas in Disgrace, some of the characters still consider themselves to be superior, but their power has declined – the natives strike back, leaving the white population with a choice: to comply to the new order, or to find themselves in a state of disgrace.

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Commissioned in 1865 for London’s South Kensington Museum (now the V&A), the Green Dining Room was conceived during an exciting period in Victorian Britain, when idealistic artists and architects elevated the status of the decorative arts in fine art circles, promoted the ideal of joy in labour, and sought beauty in the everyday. The Green Dining Room is considered a quintessential example of an early decorative scheme by Morris, Marshall, Faulkner & Co., a collective of artists who helped to inspire Britain’s Arts and Crafts movement through their products and their principles of art manufacture. It is adjoined by two other refreshment areas: one designed by James Gamble (a salaried employee of the museum) and the other by Edward Poynter (a promising young painter with an affinity for the decorative arts). The three rooms manifest varied, even conflicting, opinions on the cultivation of design. They indicate how different design professionals hoped to see their art progress. However, the rooms were not simply artistic statements. They were also functioning dining areas for the use of guests and employees of the museum. By assessing the aims of the South Kensington administration, the ambitions of the designers who contributed to the museum’s fabric, and the impressions of Victorians who witnessed the results, I will illustrate how the Green Dining Room occupies a unique position in the history of nineteenth-century design reform. / Thesis (Ph.D, Art History) -- Queen's University, 2008-09-07 21:35:05.076

Literary criticism has traditionally associated the work of Albert Camus with a very specific conception of literature. His more "philosphical" works (namely, his essays) are thus seen as demonstrations of the "message" that his truly literary works seek to transmit. As such, Le Mythe de Sisyphe and L'Homme revolte are considered to provide the driving themes (l'Absurde and la Revolte) of the author's fictive writings. This image (that of the "romancier a message") becomes problematic, however, in face of Camus' intransigent refusal to surrender to any form of dogma. Indeed, for the author, this possibility of surrender constitutes the greatest threat to la Revolte, representing its potential capitulation into Revolution and Terror. We believe that this notion of literature as a vehicle for philosophical beliefs is precisely the concept against which Camus was fighting. / Through the theme of "le juste", or more specifically the question of how we know what is just, Camus challenges this idea of literature and the act of writing. By exposing the mechanisms of self-justification underlying all universal values (and hence of all transcendental "truths" upon which they are necessarily based) the writer reveals them to be social and discursive constructs which permit and perpetuate the imposition of norms in a given domaine, including that of literature. This study proposes to examine Camus' rapport with this element of self-justification in literature, and the ways in which he calls the latter into question.

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