Poet/ Editor/ Publisher is an annotated edition of the selected correspondence of Sylvia Beach, publisher and owner of the Shakespeare and Company bookstore, the writer and editor Bryher (Annie Winifred Ellerman), and her partner, the poet H.D. (Hilda Doolittle). The years covered by this selection, 1918 to 1931, are some of the most prolific for these women and for modernism. Beach published James Joyce’s Ulysses, H.D. wrote several books of poetry and prose, Bryher established POOL Productions and Close Up, the first magazine devoted to film criticism, and much more. The relationships fostered among H.D., Bryher, and Beach express an unconventional model for creative production—one more concerned with helping each other than making a profit. This model is expressed not only in Bryher’s publishing endeavors and financial support of Shakespeare and Company and other artists in her sphere, but also in the well-documented sacrifices Beach made to bring out Ulysses. Chatty and endearing, the letters demonstrate the way these relationships passed seamlessly from social to professional and back again. They are full of gossip, but also valuable professional advice and encouragement. For Bryher and H.D., who lived in Territet, Switzerland, Beach provided an essential connection not only to a major center of avant-garde art, but also, and more practically, to the mechanisms of distributing modernist writing: publishers, editors, literary journals, and printers. This dissertation joins a recovery of the work of women in the early twentieth century as well as a reconsideration of the roles each woman played in developing the modernist canon. These letters offer evidence of the influence of each woman’s efforts on an international network of artists and insight into the labor behind the great works of modernism.

This practice based PhD project investigates the language ideologies which surround the specific multilingual context of rural primary education in Zambia. The project comprises of a creative documentary film and a complementary written submission. The fieldwork and filming of the project took place over 12 months between September 2011 and August 2012 in the community of Lwimba, in Chongwe District, Zambia. The project focuses on the experiences of a single grade one class, their teacher, and the surrounding community of Lwimba. The majority of the school children speak the community language of Soli. The regional lingua franca, and language of the teacher, however, is Nyanja, and the students must also learn Zambia’s only official language, English. At the centre of the project is a research inquiry focusing on the language ideologies which surround each of these languages, both within the classroom and the wider rural community. The project also simultaneously aims to investigate and reflect on the capacity of creative documentary film to engage with linguistic anthropological research. The film at the centre of the project presents a portrait of Annie, a young, urban teacher of the community’s grade one class, as well as three students and their families. Through the narrativised experiences of the teacher and children, it aims to highlight the linguistic ideologies present within the language events and practices in and around the classroom, as well as calling attention to their intersection with themes of linguistic modernity, multilingualism, and language capital. The project’s written submission is separated into three major chapters separated into the themes of narrative, value and text respectively. Each chapter will focus on subjects related to both the research inquiry and the project’s documentary film methodology. Chapter one outlines the intersection of political-historical narratives of nationhood and language that surround the project, and reflects on the practice of internal narrative construction within documentary film. Chapter two firstly focuses on the language valuations within the institutional setting of the classroom and the wider community, and secondly proposes a two-phase perspective of evaluation and value creation as a means to examine the practice of editing within documentary film making. Chapter three addresses the theme of text through discussing the role of literacy acquisition and use in the classroom and community, as well as analysing and reflecting on the practice of translation and subtitle creation within the project.