This dissertation examines the representation of social memory in British historical fiction from 1810 to 1880. I argue that social memory is crucial to the analysis of historical fiction during this period because it affords us an opportunity to see how authors in the nineteenth century viewed the social dimensions of memory as constructed by communities that envision their pasts in relation to prevailing ideologies and dominant authorities. Specifically, literary representations of social memory are important in understanding how communities come together to achieve common goals or resist dominant authorities through their sense of a common past in one of the most popular genres of nineteenth-century literature, the historical novel. The significance of social memory for the study of nineteenth-century British historical novels centers in the fact that it reveals the processes by which kinship or kindred groups and other social groups can be formed and by which historical consciousness is developed and communicated among those groups within the novel and to the reader. Social memory is defined here as a shared vision of the past, its narratives, and its symbols that embodies the cultural and communal influences on an individual's and broader groups contemporary identity. Social memory can represent a positive, unifying force in an individual's lift and a community's day-to-day lived experiences, a force that can be used to achieve common purposes or resist common foes. The activation of social memory, though, offers a paradox: on the one hand, individuals are united by a powerful sense of togetherness as understood by their relationship to the past and its significance to their present, lived experience; yet, on the other hand, individuals may resist this totalizing or homogenizing sense of the past when it threatens the uniqueness of individual subjectivity, specific characteristics of group culture, or forecloses on the possibilities of social action by those on the margins. This dissertation looks at how social memory is represented in non-canonical and canonical historical novels by Sir Walter Scott, Anthony Trollope, Charles Dickens, Elizabeth Gaskell, Edward Bulwer-Lytton, George Eliot, and Philip Meadows Taylor.

This study presents the grammar of the Lewotobi dialect of Lamaholot, an Austronesian language spoken in the eastern part of Flores Island and neighboring islands of Indonesia. Lamaholot belongs to the Central Malayo-Polynesian subgroup of Austronesian, within which it is in a subgroup with the languages of Timor and Roti. The number of speakers of the Lewotobi dialect is approximately 6,000. Despite its importance in the history and typology of Austronesian languages, this dialect of Lamaholot has not been fully described yet. This study is the first thorough grammar of this dialect. In the absence of available description of the language, the data presented here have been collected through fieldwork conducted at the Nurri village of Kabupaten Flores Timur for a total of eight months. The purpose of this sturdy is two-fold. The first goal is to provide an empirically-based description and analysis of the entire range of the Lamaholot grammar from phonology through morphology to syntax and semantics. It begins with the discussion of phonetics and phonology, proceeds to examine morphological processes and parts of speech and then turns to the form and function of each part of speech: nouns, pronouns, numerals, measure words, verbs, adjectival nouns, adjectival verbs, demonstratives, directionals, the locative, TAM markers and other minor parts of speech. Building upon these foundations, subsequent chapters offer a detailed analysis and discussion of the following syntactic phenomena: (i) agreement, (ii) clause structure, (iii) voice and grammatical relations, (iv) verb serialization, and (v) spatial language. A mini dictionary and texts are provided as appendices to a grammatical description. The second and equally important purpose of this study is to shed new light on issues surrounding the history and typology of Austronesian languages from a perspective of Lamaholot data. Attention is drawn particularly to two grammatical phenomena: (i) the position of Lamaholot in a typology of voice and grammatical relations in western Austronesian languages and (ii) spatial language and frames of reference. It is hoped that this study will help advance both research in Austronesian linguistics and our knowledge of human language in general.

he goal of this study is to provide an inventory of the Analytic Causative constructions that were in use in Peninsular Spanish from the 12 th to the 16 th centuries from the constructional perspective of Cognitive Grammar. A detailed profile of each construction was made including its constructional schema along with relevant semantic, syntactic, lexical, pragmatic, and socio-cultural information. Fifteen different constructions involving the verbs mandar 'command', fazer 'make/do', and enviar 'send' were recorded and described. Moreover, several of the evolution paths constructions followed and the way constructions influenced and interacted with each other forming constructional networks were identified. The importance of semantic factors triggering change, as well as the role that prototypical exemplars, collocations, and analogy play in the emergence and conservation of constructions are discussed.

Despite recent scholarly interest in Anglo-Islamic relations and the Turk figure on the early modern stage, the intricate power dynamics of interracial romance has been largely neglected. My project seeks to address this lacuna in the scholarship by examining the ways in which romantic relationships between interracial couples invert gender, racial, and religious stereotypes in plays by William Shakespeare, Phillip Massinger, Lodowick Carlell, and Robert Greene. Many studies have found a xenophobic, racialized gender ideology in such plays, but as I will demonstrate, the representation of Muslims as licentious, cruel, and barbarous is not always the norm. Nor are the captive maids, brides-to-be, or wives as weak or helpless as critics have made them out to be. lnstead, Christian-Muslim relations in these plays challenge what have been seen as the official gender, racial. and religious ideologies in early modern England.

In this project, I use Sir Walter Scott, William Wordsworth, and Charles Dickens to trace the emergence of what I call a poetics of private life. I argue that a literature of individualized, interior domesticity developed in response to the effacement of the Scottish Enlightenment and its local specificity at a time of British assimilation. In the eighteenth century, metropolitan Scotland, buoyed by hopes of cultural and economic renewal, developed and popularized antiquarian studies of local folk culture and theories of history positing telic models of societal development. Such concepts and practices were the intellectual fruits of the universities, learned societies, and philosophical circles that typified Scotland's heavily institutionalized Enlightenment. In the wake of the Act of Union, a new literature emerged, one exchanging models of universal human progress for narratives of private life. This arc coincides with Scott's renunciation of regional, historically inflected Scottish poetry in favor of three-volume fiction and Wordsworth's corresponding need to develop an increasingly autobiographical (and generically "British") Romanticism. These dual developments would significantly alter the shape of British literature for Scott's novelistic successors such as Dickens. Thus, this dissertation resituates the emergence of British Romanticism and the nineteenth-century three-volume novel both historically and geographically, within a narrative beginning in the eighteenth century, with Scotland's assimilation into an increasingly urban, homogenous Britain.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: Jose Ignacio Hualde; Peter S. Golato. Includes bibliographical references (leaves 151-156) Available on microfilm from Pro Quest Information and Learning.

This dissertation examines the role of sibling kinship in shaping the poetry, drama, and fiction of English Romanticism (1789-1832). While critics have long associated Romanticism with a myth of solitary authorship and an archetype of isolated genius, I demonstrate that Romantic authors imagined subjectivity in the plural, curating a vision of identity-formation that is collective, shared, multiple, and relational. Embodied in the portrayal of sibling relationships, this inter-subjective paradigm delivers new frameworks for understanding the Romantic self as situated within networks of others—networks of those who are not quite the same yet not quite different; those who are both familiar and yet unknown. My study is the first to present a sustained consideration of the way Romantic writers invoked literary siblinghood as a model for the collaborative and collective nature of selfhood, and I propose that this focus on lateral sibling kinship offers alternatives to the conventional reproductive lenses through which the late-eighteenth and early-nineteenth-century family has been previously understood. Drawing from recent work in feminist and queer theory, psychology and psychoanalysis, and sociocultural histories of kinship, this dissertation contributes new readings of canonical texts by Percy Bysshe Shelley, Joanna Baillie, William Wordsworth, Jane Austen, and Mary Shelley. Chapter One considers two stage dramas by P. B. Shelley and Baillie as rewritings of Sophocles’s Antigone. In both plays, sisters use their fraternal-sororal relations to redefine familial systems of reproduction via horizontal means of transmission rather than through vertical lines of biological inheritance. In Chapter Two, I extend this discussion of sibling networks to Wordsworth’s Lyrical Ballads, where, I suggest, we find trans-subjective inter-relations that define the poet’s vision well beyond autobiographical references to his sister Dorothy. Austen’s novels serve as the focus of Chapter Three, which argues that the self-contained “I” of the Bildungsroman genre, as Austen incorporates it, in fact depends upon intimate epistemological exchanges between sororal characters who undergo a mutually influential process of development. Chapter Four concludes with a discussion of Mary Shelley’s Frankenstein. I suggest that the author critiques her central male protagonist for his failures to recognize how the reciprocity of male-female sibling sympathies underlies homosocial bonds. Taken together, these readings advance a version of Romantic subjectivity based upon lateral integration rather than egotistical solipsism. / 2027-02-28T00:00:00Z

This study is an ideological criticism of the acclaimed Amazon digital television series Transparent. Transparent is a series that focuses heavily on LGBTQ+ issues, including a transgender protagonist and several LGBTQ+ characters. Recognizing the importance of LGBTQ+ representation in media, this study draws from a methodological framework in Kenneth Burke’s rhetorical concept of identification as well as Judith Butler and John Sloop’s theories pertaining to gender identity in order to assess how this series represents gender. Analyzing key scenes in Transparent’s first and second seasons, this thesis argues that Transparent offers several sympathetic portrayal of LGBTQ+ characters, depicts gender as culturally constructed, and queers heteronormativity with its focus on LGBTQ+ issues. However, Transparent frequently relies on underdeveloped and often stereotypical depictions of LGBTQ+ characters, does not display LGBTQ+ actors in major roles, and often reinforces dominant ideologies such as heteronormativity and hegemonic masculinity in its identification. As a result, this series ultimately is mixed in advancing LGBTQ+ representation on television.

This study focuses on the impact of parental native language proficiency on the ethnic identities of 30 biculturals. By completing a questionnaire, the individual's father's and mother's native language proficiencies are measured, as well as the salience of both of the individual's ethnicities. Approximately 43% of the participants are more proficient in the parental native language that corresponds to their salient ethnic identity, 23% identify with the ethnicity that corresponds to the less proficient native language, and 33% identify equally with both their parents' ethnicities, are equally proficient in their native languages, or both. The main implication of the study is, that language is an important but not sufficient ethnic identity marker. The results suggest that the salient ethnic identity is likely to be that of the more proficient parental native language. Other factors such as the father-figure effect, country of residence, multilingualism, and age are also determined influential.

Purpose. Brigham Young is best remembered for his role in the colonization of the American West and as a religious leader. He was also involved with the creation of schools and the development of an educational system in Utah. The purpose of this study was to examine Brigham Young as an educational administrator and to explore Young's administrative style. The study was also to investigate the school system established during Young's administration and evaluate him as a school leader. Procedure. A working hypothesis and questions to consider were developed through preliminary research. Information, including much primary material, was then collected and examined with the hypothesis in mind. Sources were scrutinized for biases and analyzed to determine probable causes and effects of Young's decisions and of the events that occurred. After the materials were gathered and critically evaluated, questions weighed, and hypotheses established, the findings were interpreted and reported. Findings. Brigham Young cannot, by common standards, be considered an educational administrator. What Young attempted to do for education he did through his influence as Mormon Church President and as the first Territorial Governor of Utah. Young's administrative style was that of a servant-leader, with education as part of his stewardship. Although Young opposed public education, much was done in Utah during his era to build schools and create a program for education. Conclusions and recommendations. Young championed the building of schools and stressed the importance of education in the lives of young and old. Despite his opposition to a public school system, the people of Utah received more opportunity for education and the state was better prepared to receive public schooling because of Young's influence in the Utah Territory. A study might be done to determine how many of the Mormon schools became state-owned public schools. Other related topics that could prove interesting or valuable are examinations of the curriculum and values taught in Mormon schools and a study of how many Mormons were enrolled in non-Mormon schools and vice versa.