National cultural heritage institutions are charged with representative preservation of their countries’ cultural materials and the ways their staff undertake preservation activities impact to whom and how these materials are representative. Music is hailed as an integral part of a nation’s cultural heritage, but while aspects of its preservation are individually understood, their combined treatment in cultural institutions — music curation — and its ability to alter concepts of national identity are not. Consequently, we must ask how does music curation influence notions of national identity? By answering this question, this thesis seeks to contribute to our understanding of the ways that national cultural heritage institutions shape and promote a sense of national community. Since its beginning in 1800, the Library of Congress in Washington, D.C. has adopted several roles: a congressional resource; a copyright repository; a research centre; a hub for and leader in the library community; and cultural heritage institution. These combine to make the Library of Congress the de facto national library of the United States. However, these roles are not inherently congruent and in some instances undermine each other. Additionally, music has not always been easily integrated into its mission and its collections. Functioning as a national library, the Library of Congress potentially performs significant roles in the preservation and presentation of music, activities that make it an appropriate case study for investigating how music curation affects notions of national identity. Therefore, this work is structured in the following way: first, it offers an historical overview of the Library of Congress’ three music related departments — the Music Division, the American Folklife Center and the Recorded Sound component of the Motion Picture, Broadcast and Recorded Sound Division — to illuminate political, cultural and aesthetic forces that shaped their developments and their approaches to music curation. Second, it presents Howard Becker’s art world as the analytical framework by which this thesis critically engages narrative and identity theories. Third, employing the Library of Congress as a case study, it then investigates eight music curation narratives and juxtaposes them against its image as a cultural heritage institution. Narratives, gathered during semi-structured interviews and presented as interpretive stories, provide a focused insight into the tensions between staff and institution as well as institution and projected notions of national identity. In the context of music curation, this thesis’ conclusions illustrate a gap between the Library of Congress’ iconic image and its actual image, one that is perpetuated by its focus on research.

The terrorist attacks in the United States of September 11, 2001, were unprecedented in the modern era, and they heralded a new era in politics as the Bush Administration pursued rigorous security policies at home and staged military operations in Afghanistan, and subsequently Iraq. Witness testimonies, and newspaper articles in the immediate aftermath of the attacks, revealed that many of those watching coverage of the attacks on television temporarily mistook the reporting for a Hollywood block-buster, an indication that there was some kind of relationship between 9/11 and Hollywood film-making. This thesis contends that films produced in 9/11’s wake were influenced by the attacks and the response that followed, particularly as they demonstrate either an endorsement or challenge to the Bush Administration, and thus can be interpreted politically. This thesis makes specific reference to a number of key issues that demonstrate how Hollywood dealt with 9/11. Firstly, the industry found itself unsure what films were suitable for release in the new context of victimhood; it co-operated with government officials to help in the post-9/11 effort, while many individuals responded to the emergency with fund-raising and other activities. The issue of how Hollywood narrativised the emotional and psychological consequences of the attacks is also addressed with particular focus on how film can act as a memorial. A key feature of both post-9/11 culture and cinema is a fresh apprehension of the real. In this thesis, the issue of ‘the real’ is studied in two distinct areas: realist aesthetics in fiction film, and how the choice of a particular realism has a particular ideological significance; and the growth of the documentary feature film. If Hollywood’s attention to realist aesthetics meets a certain need for facts and knowledge in a period of crisis, then the desire to ‘understand’ is also addressed by genre’s treatment of American myth. In the case of post-9/11, focus on the Western demonstrates how the issues of ‘strong’ masculinity and ‘Otherness’ of race, are dealt with by Hollywood. One of the prevailing myths surrounding the official 9/11 story is that the latent heroism of the ordinary American citizen was revealed. Here, post-9/11 heroism is analysed with reference to the numerous films based on comic-books, specifically those featuring superheroes that expose particular psychological phenomena peculiar to post-9/11 America. Finally, the concept of the global nature of 9/11 with reference to how Hollywood deals with American catastrophe in a global context, how an American event is represented by non-American film-makers, and how global events are represented by non-American film-makers but viewed through the paradigm of 9/11 is discussed. This thesis, then, studies the political and ideological functions and implications of American film after 9/11 through discourses of ‘the real’ and key issues of self-censorship, co-operation, victimhood, masculinity, race, repression, trauma, and heroism.

The Great War was an enormous global cataclysm affecting the lives of all inhabitants of the combatant countries and many others. The effects were not uniform, however, and, by assessing the experience of the people of Shetland, this thesis shows how a local history can enhance understanding of the nuances of an international event. The Shetlanders’ experience was similar in many ways to that of other communities, but had aspects that were unusual or even unique. Both local and national sources are used to investigate how the Shetland experience fitted into historiographical discourses on the war. These include: contrasting depictions of the pre-war era as a ‘Golden Age’ or a period of upheaval and conflict; the extent of militarism in pre-war British society; the putative reasons for volunteering for armed service and the controversy about conscription; reactions to the outbreak of war and attitudes towards the enemy and the Government’s handling of the war; the situation of women; and the extent of change and continuity at the re-adaptation to peace. In addition, the thesis explores two related and recurring themes. One of the profound influences on Shetland was its geographical location, which is related here to theories about local and regional history and concepts of ‘islandness’, ‘peripherality’ and ‘place’. Assertions of a Shetland communal consciousness and identity related to a distinctive local experience are also scrutinised. The disparate effects of the war are studied through the experience of different sections of the population. Despite their perceived remoteness, Shetlanders were aware of prewar international antagonisms, especially as their islands became important for Britain’s defence and war strategy and their patriotism came under suspicion. This resulted in recruitment, deployment and casualties for the local armed forces being atypical in the UK. Servicemen’s contemporary writing showed both conformity to prevalent themes and affirmations of local identity. Shetland provided a base for naval operations important to Britain’s victory; relationships between the Navy and Shetlanders were sometimes difficult and visiting servicemen perceived Shetland as remote and different. Examination of the economic consequences of the war and the reactions of Shetland society illustrates how the community’s identity was expressed in the war effort and strengthened, even when national interests were paramount. Finally, commemoration is recognised as both a national movement and an expression of local identity and pride in Shetland’s contribution to victory.

This thesis examines the experiences and impact of wartime mobilization in the county of Devon. It argues that a crucial role was played by the county’s elites who became the self-appointed intermediaries of the war experience on a local level and who took an explicitly exhortative role, attempting to educate Devonians in the codes of ideal conduct in wartime. These armchair patriots, defined by the local commentator Stephen Reynolds as ‘provincial patriots’, superintended the patriotism of Devon’s population, evaluating that patriotism against the strength of their own. Through a critical exploration of Reynolds’ definition of Devon’s elite as the police-men and women of patriotism, this thesis reveals the ambiguities, constraints and complexities surrounding mobilization and remobilization in Devon. The evidence from Devon reveals the autonomy of Devon’s citizens as they attempted to navigate the different challenges of the war while they weighed-up individual and local interests against the competing requests that the ‘provincial patriots’ prescribed for them. In many cases, their responses to the appeals and prescriptions from Devon’s elite were informed by what they considered to be an appropriate contribution to the war effort. Therefore, the choice to participate in the measures introduced in the name of war effort in Devon was not a binary one. A tension between individual survival and national survival in the county was apparent in the encounters between Devon’s elite as agents of mobilization and the county’s populace during the war. Through various campaigns of superintendence in order to police the patriotism of Devon’s people, the ‘provincial patriots’ attempted to navigate through the terrain of these competing priorities and resolve this tension. In their endeavours to mobilize Devon’s populace, the authority of Devon’s elite was criticised and they faced constant negotiation between individual priorities and those of the nation. This analysis of the complexity of the Devonian experience of the First World War is sceptical about the ‘total’ nature of the First World War because the war to some Devonians was not the pre-eminent issue and did not absorb all of the county’s efforts. Rather, a significant part of Devon’s population was primarily concerned with individual priorities and that of the county throughout the war years.

This thesis is concerned with the history of folk music collecting in America and seeks to demonstrate the overriding importance of the political, socio – cultural, intellectual, and technological contexts on this work of folk music collecting. It does so via an examination the work of five of the principal folk music collectors in America in the 19th and 20th centuries: Francis Child, Cecil Sharp, John Lomax, Alan Lomax, and Harry Smith, arguing that the work of each of them was impacted by various contexts which were central to their theories of folk music, their collecting methodologies, and what they did with the material they collected. Each of these collectors, whose work was governed by the context in which they were working, introduced transformations in the theory, practice, and output of folk music collecting. These transformations are held to represent the American collecting tradition, and are in fact what define the American collecting tradition and allow it to continue developing as a discipline from the eighteenth to the twentieth centuries.

This thesis surveys the long human history of Hot Springs Cove, British Columbia, a small inlet on the west coast of Vancouver Island (formerly known as Refuge Cove). The study spans the period from the arrival of the earliest indigenous inhabitants, at about 10,000 years ago, to the present day, and draws upon archeological research, archival documents, other local histories, and ethnographic studies of Nuu-chah-nulth society, as well as some original interviews with contemporary users and inhabitants of the area. Geographically, the study focuses primarily on the immediate vicinity of the Cove, and the territory of its traditional inhabitants, the Manhousaht. However, the lens of analysis is widened very regularly to encompass the larger region of Clayoquot and Nootka Sounds, bringing in the perspectives and experiences of neighbouring groups such as the Hesquiaht, Ahousaht and Tla-o-qui-aht, as well as non-indigenous settlers in communities like Tofino. Periodically, the lens pulls away still further, to examine influential national and global trends. This thesis has two key objectives. First, it aims to be a comprehensive, academically-sound survey of a place rich in history but only mentioned intermittently in other sources. The hybridization of micro-historical techniques and a local history approach is intended to ensure adequate contextualization and analysis, while also preserving rich and engaging detail. Engagement, it must be said, is the other key goal. From the outset, the author has aimed to create a publicly-accessible work of public history intended to be read by a wide audience who, it is hoped, will learn much about the experiences and impact of colonization on the West Coast. To maximize this learning, four broad didactic themes are traced throughout the narrative. Exploring ‘perceptions of place’, this thesis illustrates how differing worldviews led the Nuu-chah-nulth and Euro-Canadian settlers to interact very differently with the same landscape. By tracing changes in ‘human-environment interaction’, this study aims to shed light on the destructive pattern of repeated resource-overexploitation that emerged post-contact. Examination of ‘colonization as a process’ lays bare the steady re-conceptualization and re-shaping of the landscape and its inhabitants set in motion by the arrival of Europeans. At the same time, a consistent emphasis on ‘indigenous agency’ is meant to show how the Nuu-chah-nulth actively adapted to, resisted and even re-shaped colonial processes. Ultimately, the recent resurgence in Nuu-chah-nulth political and economic power is interpreted as laying the ground-work for a profound reshaping of local dynamics in the coming years. Broadly speaking, this thesis argues that the history of human settlement, colonization and interaction that occurred in and around Hot Springs Cove can serve as an informative microcosm of the larger forces, events, and patterns that shaped the entire region. It concludes with the author’s appeal for his neighbours – both indigenous and non – to seek to better understand each other’s history, reckon with the profound impacts of colonization, and work towards reconciliation and co-existence in a way that will preserve the area’s irreplaceable uniqueness. / Graduate

Student Number : 7262070 - M Ed research report - School of Education - Faculty of Humanities / This research report investigates the development of undergraduate history students’ knowledgeability and identity as historians. Drawing on a sociological paradigm, it examines the classification of the discipline or practice of history that informs undergraduate history teaching at a sample of three South African universities. It suggests that most undergraduate courses focus on and aim to apprentice students into a partial experience of the practice of history – the adjudicative task of the historian. The report then presents findings from an analysis of student feedback on their participation in an extended local history assignment. The analysis of student work draws upon socio-cultural notions of situated learning and the community of practice. This analysis suggests that as an instance of situated learning, the local history engagement enhances students’ understanding of the interpretative task of the historian and their own identity as constructors of history. The findings also suggest that there are implications for curriculum development in undergraduate history programmes.

Objetivei investigar o processo de escolarização pública na Vila de Cotia, município rural com características culturais caipiras do entorno da Capital paulista, entre 1870 e 1885. No período houve uma retração econômica, porém a oferta de cadeiras públicas foi aumentada. Utilizei-me de variadas fontes, como livros de matrícula, relatórios de inspetores e professores e de governo, legislação, dados estatísticos, periódicos, registros de batismo e casamento, mapas, fotos, crônica, poesias, peça teatral etc., que foram entrecruzadas e interpretadas a partir, sobretudo, dos conceitos de cultura caipira (CANDIDO, 2001a), lar docente (MUNHOZ; VIDAL, 2014), estratégia e tática (CERTEAU), além dos apontamentos de Thompson (1998) quanto à lei da praxis se sobrepondo à do governo. No primeiro capítulo tratei da história local enfatizando o contexto do recorte. O local tinha a economia voltada para o tropeirismo, a subsistência e o abastecimento da Capital. A população era formada sobretudo por roceiros e sitiantes e os bairros eram dispersos e com características comuns, porém com algumas particularidades. No segundo capítulo, para visualizar o processo de escolarização, apresentei mapas com a localização dos bairros de instalação das escolas, possibilitando verificar a interiorização da escolarização e os problemas devidos às dificuldades em demarcações de fronteiras com os municípios vizinhos. No terceiro capítulo dei destaque aos professores. O casal Maria Joanna do Sacramento e João José Coelho morava num lar docente, onde algumas práticas do magistério eram compartilhadas. As fontes confirmaram que os professores das cadeiras da Vila tinham a permanência estável; os professores dos bairros, contrariamente, permaneceram por pouco tempo frente às cadeiras, evidenciando o caráter restritivo da vida nos bairros rurais. Em geral, não exerceram outros cargos antes do magistério, mas depois alguns exerceram outras funções em setores públicos. Apresentei ainda as precárias condições materiais de trabalho vivenciada pelos docentes, que implicaram nos resultados da aprendizagem dos alunos. O quarto capítulo versou sobre os alunos cotianos. A falta de frequência era motivada principalmente pelo trabalho na lavoura, evidenciando a ruralidade local e o não cumprimento da lei de obrigatoriedade de ensino (1874). Todavia, os dados mostraram um aumento de 407% de alunos e que muitas meninas frequentavam escolas particulares em 1872. A análise da composição das turmas de quatro cadeiras mostrou que a média de matrícula no bairro era maior que na Vila, e que esta tinha um fluxo maior de alunos, evidenciando seu caráter dinâmico em comparação ao bairro. Muitos alunos eram eliminados por motivo de mudança (principalmente para o sítio) ou por ausentar-se por mais de três meses. Metade dos alunos estudava com outro membro da família, evidenciando que seus pais/tutores preferiam que fossem juntos às aulas. A maioria dos professores qualificava os alunos e seus pais, o que permitiu a confirmação de quatro alunos ingênuos nas turmas, dos quais dois estudavam com os filhos do senhor de sua mãe, comprovando a hipótese de que nesse contexto os senhores e escravos tinham uma relação mais próxima que em lugares mais ricos da Província e que a vida fora da escola se refletia dentro dela. / I aimed to investigate the public schooling process in the Village of Cotia, rural municipality with the caipira cultural characteristics in the Capital paulista surrondings, between 1870 and 1885. In the period was an economic retraction, but the offer of public chairs was increased. I used several sources, such as enrollment books, inspectors, teachers and government reports, legislation, statistic data, journals, baptism and matrimony registers, maps, photos, chronicles, poetry, theatrical play etc., that were interlaced and interpreted, mainly, from the concepts of caipira culture (CANDIDO, 2001a), teacher family (MUNHOZ; VIDAL, 2014), strategy and tactics (CERTEAU), besides Thompson notes (1998) about the law of praxis overlapping the government. In the first chapter I treated the local history emphasizing the delimited context. The local had the economy focused to the tropeirismo, subsistence and the Capital supply. The population was formed mainly by small farmers and ranchers and the districts were dispersed and with common characteristics, but with some particularities. In the second chapter, to visualize the schooling process, I presented maps with the localization of the school installing districts, enabling to verify the schooling internalization and the problems due the difficulties in borders demarcation with the surrounding municipalities. In the third chapter I gave prominence to the teachers. The couple Maria Joanna do Sacramento and João José Coelho lived in a teaching home, where some teaching practices were shared. The sources confirmed that the teachers of the Village chairs had stable permanence; the district teachers, in contrast, remained briefly in the chairs, evidencing the restricted nature of life in rural districts. In general, they didnt exercise other positions prior to teaching, but after some exercise other functions in public sectors. Ive presented the precarious material conditions of work lived by the teachers, which resulted in the students learning outcomes. The forth chapter expounded the cotiano students. The lack of frequency was mainly motivated by working in the fields, evidencing the local rurality and the non-compliance of the teaching obligatory law (1874). Nevertheless, the data showed an increase of 407% of students and that many girls attended private colleges in 1872. The analyses of the class composition of four chairs showed that the average of enrollments on the district was higher than the Village, and that this had a higher flow of students, evidencing its dynamic character comparing to the district. Many students were eliminated by moving reasons (mainly to small farms) or by being away for more than three months. Half of students studied with other family members, evidencing that their parents/tutors preferred that they went together to the classes. Most of teachers qualified their students and parents, allowing the confirmation of four students ingênuos in the classes, of which two studied with the children of their Lords mother, proving the hypothesis that in this context lords and slaves had a nearest relation than in richer places of the Province and that the life outside school reflected inside it.

Focusing where possible on folk and early popular music as historical documents, this thesis investigates how successive waves of culturally alien Irish immigrants were able to overcome hostility and eventually integrate into the population of New York City. It establishes that legacies of Protestant reformation, British domination and Catholic deprivation carried from Ireland and Great Britain combined in New York City with economic and political competition to invigorate latent anti-Catholic and anti-Irish hostility. This process was greatly aggravated by the huge and incessant scope of immigration; and the unsuitability of a poorly-educated, rural people for settlement in an increasingly urbanised commercial industrial environment. Irish Catholics refused assimilation because it required the rejection of their heritage. Instead, they opted to integrate en masse through the acquisition of political power, a far longer process marked by ebbs and flows of fortune and opposition. Employing lyrics and the wider culture of folk and popular song, as well as period newspaper reportage and modern scholarship, the thesis traces the chronology of Catholic Irish integration beginning with the establishment of state and national sovereignty in late 1783. The Introduction provides broader thesis overview and definitions. Chapter One establishes that by 1700 official British colonial policy purposefully discouraged Catholic settlement in New York. Chapter Two shows conservative Federalist opposition to providing equal religious and political rights. Chapter Three examines the dual impact of Ireland's Great Hunger and America's Second Great Awakening. Chapter Four investigates the opportunity and challenge presented by the American Civil War, and the catastrophic Draft Riots of 1863. Chapter Five sees the Catholic Irish banish Orangeism, gain control of Tammany Hall and then the mayor's office. Throughout, songs illuminate the Catholic Irish path towards integration.

This thesis argues that, catalysed by technological and architectural developments, as well as by altering moral codes of conduct, by the early twentieth century, Manhattan had become a nexus of spectacle, its culturally distinct districts and numerous heterotopic spaces providing quasi stage-sets for impromptu and everyday performance. The theatre extended its embrace across the modern metropolis and conceptual stages could be found almost anywhere and everywhere: the subway, the elevated railway, fire-escapes, roof-gardens, shop windows and skyscrapers. These unofficial stages took their place alongside the busy lives of city dwellers. Using examples from literature, as well as elements of magazine culture, cinema, theatre, visual art, photography and music, this interdisciplinary thesis demonstrates the ways in which everyday theatre came to be played out day-to-day in the districts of Greenwich Village, Harlem and the Lower East Side. I explore how performative language and themes infiltrated mass culture, as literary and artistic representations of the city intermingled reality with the theatrical, often providing a smoke-screen for harsher truths. I incorporate works from a cross-section of writers including Djuna Barnes, Floyd Dell, Nella Larsen, Jessie Redmon Fauset, Langston Hughes, Mike Gold and Anzia Yezierska, as well as artists such as John Sloan, Aaron Douglas and Jerome Myers.