Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Bibliography: leaves 265-281.

This study traces the development of prose, poetry, drama, and (creative) nonfiction written in English by Canadians of Ukrainian descent during the twentieth century. The thesis argues that, although Ukrainian Canadian literature has been underrepresented in Canadian and Ukrainian Canadian studies, it makes a substantial contribution to ongoing debates about the ways in which individuals (re)define their sense of self, community, history, and home in the process of writing. Chapter One provides an overview of Ukrainian Canadian history, and outlines the development of a Ukrainian Canadian literary tradition. Chapter Two examines the assimilationist rhetoric articulated by such non-Ukrainian Canadian writers as Ralph Connor, Sinclair Ross, and Margaret Laurence, as well as that of Vera Lysenko (author of Yellow Boots, 1954, the first English-language novel by a Ukrainian Canadian). Chapter Three focuses on Maara Haas's novel The Street Where I Live (1976), George Ryga's play A Letter to My Son (1981), and Andrew Suknaski's poetry (published in Wood Mountain Poems, 1976; the ghosts call you poor, 1978; and In the Name of Narid, 1981), and explores these writers' responses to the policies and practices of multiculturalism. Chapter Four identifies the shift toward transnational or transcultural discourses of individual- and group-identity formation in Janice Kulyk Keefer's and Myrna Kostash's writing, especially that which records their travels "back" to Ukraine. The central argument of the thesis is that if Ukrainian Canadians are to maintain meaningful ties to their ethnic heritage, they must constantly—if paradoxically—reinvent themselves as Ukrainians and as Canadians. In examining this paradox, the study draws parallels between Lysenko and Kulyk Keefer, both of whom rely on conventional narrative techniques in their writing and privilege nation-based models of identity that marginalize the experiences of ethnic minorities. Haas, Ryga, Suknaski, and Kostash, by contrast, experiment with multiple languages and genres: shaped, thematically and formally, by their experiences as hybrid subjects, their texts illustrate that ethnicity is less product than process; less fixed than fluid; constantly under construction and open to negotiation. The concluding chapter of the thesis, reflecting on the past and the present of Ukrainians in Canada, calls for the next generation of writers to continue re-imagining their communities by pushing the boundaries of existing language and forms. / Arts, Faculty of / English, Department of / Graduate

The dissertation investigates the concept of ethnicity and race in three related cultures from the ancient Eastern Mediterranean by analyzing key ethnological terms, in their original languages and contexts, in order to determine their similarity to and difference from a modern anthropological definition of ethnicity. It employs an ethno-symbolic approach to social identity in order to evaluate the similarity and difference of terms for so-called "ethnic groups" in Ancient Greek, Biblical Hebrew, and Middle Babylonian. The evaluation is carried out using a historical comparative approach, first in three individual case studies and then synthetically. The study attempts to provide a documentary foundation for the critical, theoretical use of ancient documents in social and identity research, and the results suggest that a named collective of people from the first millennium BCE or later could be an ethnic group in the modern sense of the term (an ethnie), but that such terminology is generally imprecise before 1000 BCE.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 14, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 327-344).

Thesis (Ph. D.)--University of California, San Diego, 2004. / Vita. Includes bibliographical references (leaves 214-227).

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 264-268). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--Ohio University, November, 2001. / Title from PDF t.p.

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, 2001. / Includes bibliographical references. Also available on the Internet.

The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.