The Linguistics field has encountered many incisive critiques of its fieldwork and documentation practices regarding Indigenous languages in recent years, yet, for this most part, this important scholarly work seems to have made little impact on the way that Linguistics students are being taught and trained. Many Linguistics students, especially those who are non-Indigenous, leave Linguistics programs lacking both necessary preparation and support in collaborative, revitalization-oriented language research with Indigenous communities. This thesis takes up the question of what constitutes ethical language work with Indigenous speech communities, and argues finally that curricula must provide instruction and training in preparing students to undertake collaborative research practices not only by providing such instruction within dedicated fieldwork courses, but also by making alterations to the full scope of Linguistics curricula and program designs. The thesis also incorporates an examination of the ideologies that underpin the Linguistics field and that hinder its ability to orient itself aright towards Indigenous language revitalization. The centrepiece of the thesis comprises interviews with four scholars, all of whom work in or adjacent to the Linguistics field, who offer knowledge and practical insights into the causes and perpetuation of the complex problems at the heart of these programs as they pertain to Indigenous language revitalization. On the basis of the thesis’s findings, practical proposals for decolonizing Linguistics programs are discussed. / Graduate

The purpose of this study is to develop an interpretative understanding of how discursive therapists’ linguistic actions enhance the couple alliance. Additionally, this study includes an exploration of whether these models hold up to a common factors conversation in the practice of couples therapy. The couple alliance is the central relationship in couples therapy. Previous research suggests that therapists’ actions might have an effect on enhancing this alliance by creating a dyadic orientation. In postmodern/discursive models of practice, therapists’ actions have gone mostly unexplored, leaving therapists with little understanding of what is done in the process of couples therapy that enhances the couple alliance and creates a dyadic orientation. Results from a Conversation Analysis of couple’s cases in Narrative Therapy, Solution-Focused Brief Therapy, and Collaborative Language Therapy suggest the linguistic actions of discursive therapists appear mostly congruent with the claims they make regarding couples therapy. These actions may produce an enhanced couple alliance based on the empirically supported characteristics of a strong couple alliance. Findings also support model-dependent common factors of discursive couples therapy. In all three approaches the couple alliance appears to be enhanced by: (a) developing a symmetrical structure of the dialogue, (b) developing a contextual understanding of the self and the partner, (c) expanding the changes to the larger system, and (d) using thematic summaries. These findings have implications for practice and training in discursive couples therapy. Recommendations for future research include utilizing deductive reasoning in outcome studies to explore the effectiveness of a discursive couples therapy common factors approach to enhance the couple alliance.

I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of <a href="site_map2.htm#2">postmodern</a>, dissertation, academia, experimentalism and cyberspace innovations among others. I create a <a href="site_map2.htm#3">social constructionistic</a> interactive interplay, using <a href="site_map2.htm#5">hypertext</a>, among my various voices of an intern, a researcher and a person. In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous fronts—subject of study, context of study, methodology and re-presentation of the inquiry. Implicitly and explicitly, I articulate the various characterizations of postmodernism in my inquiry by challenging the traditional research practices (meta<a href="site_map2.htm#4">narratives</a>). I challenge the traditional praxis by alternate per<b>form</b>ances of research practices such as studying myself in a cultural context of an internship using the methodology of <a href="site_map2.htm#11">autoethnography</a> and performance. The <a href="site_map2.htm#5">hypertext</a> docuverse is a further characterization of postmodernism in the styles and structures that are used for re-presentation of the narratives. The styles of narration I use—such as words and graphics, prose and poetry, first person conversational texts, narratives and collages—blur the boundary of "academic" writing, literature, and art. The hypertext is intended as a <a href="site_map2.htm#6">metaphorical</a> experiential, intertextual journey of an <a href="site_map2.htm#12">intern</a> and a <a href="site_map2.htm#14">researcher</a>. Rather than a fixed structure, I create numerous structures of possible structures to privilege the readers' <a href="site_map2.htm#1">navigational</a> choices. I anticipate that the reader's choices in the virtual space might create a sense of meaning-transformation as one traverses through the dissertation web, thus, valuing <a href="site_map2.htm#8">fragmentation</a> and connection as aspects of sense-making, which are contextualized (among others) by the reader's meaning frames and my hypertextual <a href="site_map2.htm#7">performances</a>. The dissertation is submitted in three formats—exclusive dissertation web.pdf, intertextual dissertation web.pdf, and xml version. The<b> <i>exclusive dissertation web.pdf</i> </b>is a web capture in pdf format of all the "files" that compose the dissertation web created in html. The <i><b>intertextual dissertation web.pdf</b> </i> is a web capture of my dissertation along with the capture of external web resources that contextualize my dissertation web, thus illustrating the intertextuality of hypertexts by making the dissertation part of the larger textual web. Due to the web capture, the "docuverse" is nonlinear and the pages do not follow any particular or author predefined sequences. So, <i>please use the internal links or the bookmarks to read or browse the dissertation web</i> rather than scroll from the first "page" to the last "page" of the pdf formatted docuverse. The third version in xml will be made available at a later date. An html version of the dissertation is available directly from the researcher-author. CAUTION! The links from the abstract may be broken due to archiving of the dissertation web. / Ph. D.