This thesis examines representations of Indigenous and non-Indigenous children that circulated through various reports, magazines, and fictional stories that were produced for and about children in Canada’s settler colonial context. Particularly, I focus on the archives of two related institutions, the interdenominational Canada Sunday School Union’s annual reports (1843-1876), and the Shingwauk Industrial Home’s monthly juvenile magazine, Our Forest Children (1887-1890), as well as two juvenile adventure narratives, Canadian Crusoes (1852) by Catharine Parr Traill and “The Shagganappi” (1913) by Emily Pauline Johnson (Tekahionwake). Through the nineteenth century, childhood emerged as a stage of development in the making of a racialized adult identity; I find that these archives and texts record uneasiness about racialized systems of feeling and reveal the colonial management regime’s preoccupation with strengthening certain affective bonds of relationality in order to naturalize dominant, Eurocolonial practices of kinship. My argument through this thesis follows and extends critical approaches to discourses of kinship from scholars interested in deploying Indigenous and postcolonial critiques of Western kinship traditions (Gaudry 2013, Justice 2018, Morgensen 2013, Rifkin 2010). These scholars variously draw on Michel Foucault’s theory of biopower, which they find to be central to the production and proliferation of the institution of settler colonialism in North America, and query how the biopolitical management of Indigenous people was constructed through particularized institutions (such as the residential school) and discourses (such as blood quantum). My project builds on this work by focusing on the representation of child-centered affect in Canada’s settler-colonial context. While kinship figures as a dominant narrative through this thesis, I argue that the figure of the child emerged as the node through which the colonial management regime worked out competing forms of kinship in Canada’s settler-colonial context. In the first chapter, I close read the content of the annual reports that were published by the Canada Sunday School Union. I focus specifically on the “technologies of transparency” that reveal the kinds of investments that were made in the lives of real-life settler children in Canada. The Union’s interest in tracking the circulation of Sunday school libraries, for instance, reflects an impulse to inculcate Christian feeling within the nuclear family. The second chapter builds on the colonial management regime’s investment in the emotional lives of children, but shifts the focus to the lives of the Indigenous children who attended the Shingwauk Industrial Home in Sault Ste. Marie through the late 1880s. I demonstrate how Reverend Edward F. Wilson utilized the generic codes of popular British juvenile magazines of the period to showcase how the home’s Indigenous students learn how to articulate appropriate expressions of Christian feeling. In chapter three, I draw attention to Catharine Parr Traill’s undertheorized juvenile adventure novel Canadian Crusoes. I argue that Traill represents vignettes of an Indigenous kinship practice in order to stage the incorporation of a young Kanien’kehá:ka woman into the Euro-Canadian family. Finally, the fourth chapter examines how Emily Pauline Johnson represents the incorporation of mixed-race children into the Canadian nation in her juvenile adventure novel, “The Shagganappi.” While scholars read “The Shagganappi” as a tale of successful racial-intermixture, I argue that such readings only serve to reinscribe the fantasy that Canada is comprised of a “mythical métissage” (Gaudry 85).

<p>The aim of this study is to analyse how pornography is used in the American comics X-Men, published by Marvel under the authorship of Chris Claremont.</p><p>I have applied Butler and MacKinnons theories about pornography as a performative speech, to this special art form. I have also investigated how censorship has influenced the comics evolution and whether it has affected the way women and sexual and ethnical minorities are represented. To corroborate how these theories apply, I have analysed three main female fig-ures in The X-Men comics - Storm, Phoenix and Shadowcat - and I have tried to identify how they relate to existing stereotypes.</p><p>The conclusion of this essay is that the women characters in X-Men break the existing stereo-types and create new implications. This reinforces Butler’s theory about the possibility to re-verse hate speech and diminishes MacKinnons perspective of pornography as an imperative.</p>

<p>This study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person. </p><p>After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: <i>Hobomok</i> (1824) and <i>The Rebels</i> (1825) by Lydia Maria Child, <i>The Prairie</i> (1827) by James Fenimore Cooper, and <i>Hope Leslie</i> (1827) by Catharine Maria Sedgwick.</p>

The aim of this study is to analyse how pornography is used in the American comics X-Men, published by Marvel under the authorship of Chris Claremont. I have applied Butler and MacKinnons theories about pornography as a performative speech, to this special art form. I have also investigated how censorship has influenced the comics evolution and whether it has affected the way women and sexual and ethnical minorities are represented. To corroborate how these theories apply, I have analysed three main female fig-ures in The X-Men comics - Storm, Phoenix and Shadowcat - and I have tried to identify how they relate to existing stereotypes. The conclusion of this essay is that the women characters in X-Men break the existing stereo-types and create new implications. This reinforces Butler’s theory about the possibility to re-verse hate speech and diminishes MacKinnons perspective of pornography as an imperative.

Diss. Örebro : Örebro universitet, 2009. / Pp. 253-270: Bibliography.

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Cette étude se place dans le champ des études transatlantiques afin d’analyser les modalités selon lesquelles les romances historiques ont constitué une réponse aux exigences lancinantes de doter les États-Unis d’une littérature nationale dans la première moitié du XIXe siècle. Créé en Grande-Bretagne par Walter Scott, ce genre est repris et adapté par ses contemporains américains, en particulier James Fenimore Cooper, Washington Irving et Catharine Maria Sedgwick. Dans un premier temps, nous avons étudié la réception de Walter Scott et de ses Waverley Novels et leur impact sur le marché du livre américain. Une analyse, notamment, des journaux qui fleurissent lors du regain de patriotisme de l’après-Guerre de 1812, a permis de montrer que se côtoient alors panégyriques de Walter Scott et appels récurrents à l’émergence d’un « Scott américain ». C’est ensuite la réponse des auteurs américains que nous avons étudiée. S’ils adoptent certains codes génériques scottiens afin de répondre à la volonté nationale de mettre en scène l’Histoire américaine, Cooper, Irving et Sedgwick font de leurs romances historiques le vecteur privilégié d’une mise en valeur de la matière américaine : une Histoire riche en événements, des ancêtres à célébrer, un territoire national aux propriétés spécifiques, qui la mettront sur un pied d’égalité avec les nations européennes. Alors que les romanciers utilisent leurs œuvres pour promouvoir une nation américaine culturellement distincte, s’opère une recomposition générique. La romance historique se fait alors le lieu d’une mythogenèse pour l’Amérique via l’écriture d’une épopée nationale, qui permet de remonter les âges vers une temporalité indéfinie afin de fonder la Jeune République en une nation organique, digne de soutenir la comparaison avec ses homologues outre-Atlantique. / This work, belonging to the field of transatlantic studies, analyses to what extend historical romances formed a response to the ongoing wish to provide the United States with a national literature in the first half of the nineteenth century. The genre, fashioned in Great Britain by Walter Scott, was taken up and adapted by his American contemporaries, and in particular, James Fenimore Cooper, Washington Irving, and Catharine Maria Sedgwick. The first chapter tackles the reception of Walter Scott and of his Waverley Novels, and their impact on the American book market. Our analysis in particular of the newspapers and periodicals that flourished in the surge of patriotism following the War of 1812, has enabled us to show that the panegyrics for Walter Scott stood just alongside the recurrent calls in the same pages for the birth of an “American Scott.” The response given by the American authors forms the second part of our analysis. As they appropriate some of the generic traits of the Scottian historical romance in order to comply to the nation’s wish for a portrayal of American history, Cooper, Irving, and Sedgwick use the genre to showcase the American matter – a history full of events worth narrating, ancestors worth celebrating, and a national territory with its own features – that would bring the United States on a level with the European nations. As the writers thus promote a culturally distinct American nation, the genre gradually morphs into a form of national epic. Through this mythogenesis at work in the writings under study, the United States are given a timeline that dissolves into an indeterminate temporality, thereby shaping the Early Republic as an organic nation, fit for contention with its transatlantic counterparts.

<p>It might be time for critics of early Canadian literature to avoid avoiding blackness in early Canada in their work. This dissertation<em> </em>takes up the recurrent pattern of displacement that emerges in critical studies that recall or rediscover early Canada. It attends in particular to the displacements and subordinations of Canadian blackness, particularly those conspicuously avoided by critics or rendered conspicuously absent by authors in the literatures of Upper Canada during the height of the Underground Railroad era, between 1830 and 1860. Not only is blackness in Upper Canada concealed, omitted, derided, and caricatured, but these representational formulas shape the hegemonic common-sense of what Antonio Gramsci terms “the national popular.” I argue that canonical texts contain accounts of early Canadian blackness from the national popular and subsequent criticisms of them produce an attitude and a history that excises blackness when literary and cultural critics examine the complexities of early Canada. Informed by Stuart Hall’s concept of the “floating signifier,” I draw the tropes of blackness out from behind the backdrop of early Canadian texts and into the foreground of Canadian literary and cultural criticism as well as critical race studies; in turn, this theoretical model helps me to explain what cultural work “undefined and indefinable” blackness did in early Canada and in contemporary imaginings of it (Clarke <em>Odysseys</em>, 16). Working out this paradox in John Richardson’s <em>Wacousta </em>and <em>The Canadian Brothers</em>, Susanna Moodie’s <em>Roughing It in the Bush</em>, and Catharine Parr Traill’s <em>The Canadian Settlers Guide</em>, my three chapters examine how these Upper Canadian authors display as much as hide the crucial roles of blackness in the formation of Canada and Canadian national identity.</p> / Doctor of Philosophy (PhD)

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