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This thesis examines the past, present and future development and nature of Aboriginal archives and archiving in British Columbia, set in Canadian and international perspective. The thesis focuses on Aboriginal archives in BC because the higher number of First Nations there than elsewhere in Canada makes it one of the most prominent and important areas of Aboriginal archiving activity in the country. The thesis begins with an introduction to the holistic ways in which Aboriginal people in Canada traditionally recorded, preserved, and communicated knowledge and history over time, and thus the methods by which they “archived” up to the mid-twentieth century, in contrast to and compared with Euro-Canadian traditions of archiving. It then goes on to explore the various forces that directly and indirectly disrupted the processes by which Aboriginal culture and knowledge, and thus memory and identity, were transmitted from one generation to the next. As a result of these forces, and the inevitable intertwining of Aboriginal and Euro-Canadian cultures and worldviews, Aboriginal people increasingly found themselves having to access Euro-Canadian archives or establish their own along similar lines. In BC, where historically very few treaties were signed, the documentation created in the context of land claims and treaty negotiations in particular meant that such records were couched in occidental rather than Aboriginal people’s own cultural terms and thus demanded corresponding storage and use methods. Thus, the thesis suggests that such new approaches to Aboriginal archives and archiving were a “reactionary” or defensive response to legal, political, and social requirements and forces, rather than simply as a basis for communicating and recording a traditionally “holistic” sense of culture, memory, and identity. And, as will be seen, this reactionary response was not limited to BC, but would reveal itself concurrently in the rest of Canada, and in other colonised countries such as Australia and the United States. With the results of a questionnaire responded to in Australia, Canada, and the U.S., the thesis then presents comparative national and international approaches to, experiences with, and views on Aboriginal archives and archiving. With these explorations in hand, the thesis concludes with the suggestion that Aboriginal archiving is now coming full circle, returning to its holistic roots, having been positively influenced by the power inherent in the reactionary approach, but also newly challenged with varying issues. At the same time, Aboriginal archiving has challenged and contributed to a redefinition of traditional, Euro-Canadian notions of archiving, and thus pushed the boundaries of archiving as we know it.

Pollen analysis of lake sediments was used to reconstruct the postglacial vegetation history of Hippa Island (53°31'50” N, 132°58'24” W), located on the exposed west coast of Haida Gwaii (Queen Charlotte Islands) on the northern British Columbia coast. A 3.55 m sediment core was extracted from Hippa Lake, a small, shallow lake on Hippa Island. Five radiocarbon ages were obtained on organic-rich sediment. A linear age-depth model estimated the base of the sediment core to be 14,000 cal yr BP (12,000 14C yr BP). Pollen and spores extracted from sediment subsamples (1 cm3) taken along the length of the core were identified and counted to a minimum sum of 500 pollen and spores, except for four basal samples, which had low pollen concentrations. Hippa Island’s vegetation history shares broad similarities to other vegetation records from Haida Gwaii and elsewhere along the British Columbia coast; however, climate fluctuations are not well recorded by the predominantly mesic pollen assemblages. The late-glacial period (14,000–13,500 cal yr BP; 12,000–11,400 14C yr BP) records a diverse herb-dominated vegetation community composed of Cyperaceae, Artemisia, Salix, and many other herbs. Transition to Pinus woodland by 13,250 cal yr BP (11,250 14C yr BP) is followed by increases in Alnus viridis and Alnus rubra, and the arrival of Picea. A decrease in Pinus and minor increases in ferns and herbs coincide with the Younger Dryas cold period; however, regression to tundra or increased Tsuga mertensiana, which characterized Younger Dryas cooling at other sites along the north Pacific coast, did not occur on Hippa Island. After 11,000 cal yr BP (9750 14C yr BP), a sharp change in vegetation occurs with Pinus, Alnus viridis, and Cyperaceae being replaced by Picea, Tsuga heterophylla and Lysichiton americanus. Despite well-documented evidence of a warmer and drier interval during the early Holocene, the composition of the mesic vegetation communities on Hippa Island was relatively stable during this time. Increases in Cupressaceae after 6000 cal yr BP (5300 14C yr BP) suggest increasing precipitation in the mid-Holocene. Modern mixed Cupressaceae-Picea-T. heterophylla forest formed by 4500 cal yr BP (4000 14C yr BP). / Graduate

In recent years, educators and academics have argued that science curricula have become increasingly crowded, rendering it almost impossible for teachers to address the multitude of learning outcomes mandated in any given document (e.g., Fortner, 2001; Hacker, 1997). Unfortunately, an analysis of the research literature has failed to substantiate this claim with empirical evidence. The purpose of this study was to examine changes of British Columbia’s Science 9 and 10 curricula between 1920 and 2014 to determine if curriculum expansion – as an important indicator of an overcrowded curriculum- has happened over time. Additionally, this study investigated the relationship between science curriculum changes and societal and educational values and priorities. The research questions guiding this study were: 1) Have the Science 9 and 10 curricula in British Columbia (BC) expanded over time? That is, has the scope, size and depth of science material to be addressed increased over time? 2) If so, what accounts for this increase over time? 3) If not, what accounts for the claims in the literature that science curricula are increasingly crowded? This study used content analysis to examine, in detail, grade 9 and 10 science curriculum guides issued by BC’s government between 1920 to 2014. Content under examination included program goals and rationale; instructional suggestions; topics; subject matter goals and learning outcomes. Supplementary historical documents (government directives, circulars, newspapers, memos, secondary sources) were also examined in order to situate curricula in appropriate social contexts. Results showed that the only constant attribute of the investigated BC grade 9 and 10 science curricula is change, which is characterized by expansion and continuous reconfiguration of content, persistent attempts to respond to social and educational needs, and constant oscillations between student-centered and subject-centered teaching approaches. This study also illustrates that the crowding of the science curriculum has as much to do with changing educational theories and ideologies as with scientific developments. This study is important in that it fills a significant gap in the research literature. It is the first to address the questions of how and why science curricula have expanded and become more complex over time. Finally, this study is timely in that British Columbia’s government has proposed sweeping changes to current curricula with a broad goal of better preparing learners for demands of the 21st century (BC Ministry of Education [BCMOE], 2012). More specifically, BC’s government has proposed to replace the vast number of curricular learning outcomes with fewer more broadly conceived competencies that would enable learners to probe more deeply into areas of personal interest (BCMOE, 2013). This study provides evidence that such a move would reverse a longstanding trend in the opposite direction. / Graduate

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This thesis explores the importance of tolerating and facilitating uncertainty as it is recognised by British Independent and Kfeinian psychoanalysis and contemporary British magic realist fiction. In Part I, I offer some theoretical investigations, arguing that postmodem and some psychoanalytic discourses, namely Lacanian psychostructuralism, remarkably fail to address the challenges facing subjects in late- twentieth, early twenty-first century consumer culture. In their inability to tolerate paradoxes and uncertainty, these discourses objectify the subject, through processes of depersonalisation, derealisation and desubjectification. To redress these problems, I offer the work of British psychoanalysts, specifically, that of D. W. Winnicott and Melanie Klein and her followers. These perspectives, I argue, better serve the contemporary subject by recognising the importance of paradox and helping develop facilitating environments for the realisation of creative experience. In Part II, I examine how the play of paradox is fostered in contemporary British magic realist fiction. Specifically, I look at how these narrative strategies attempt to move away from the vicissitudes of internal and external, certainty and uncertainty, reason and unreason, to negotiate a Winnicottian third, potential space. The conceptualisation of such a space, I believe, offers a place from which we can begin to dialogue, to draw ourselves out of the oppositional dialectics that have plagued the bourgeois subject. I believe that in the novels of writers such as Jeanette Winterson, Joanne Harris, John Fowles, John Murray and, most especially, Angela Carter, we can find alternatives to bourgeois conceptions of reason and rationality, alternatives that are not based on the paranoid-schizoid, primitive processes and depersonalisation necessitated by the Enlightenment and capitalism but instead upon, in Kleinian terms, depressive ambivalence and the recognition of whole-objects.