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Historians have established the framework of Canada’s general political, economic, and military participation in the Second World War, but there has been little research into the ways that the national war effort affected individuals or local communities. This dissertation explores the wartime experience of ordinary Winnipeggers through their responses to recruiting, the treatment of minorities, war finance publicity, participation in voluntary community service, and the adjustments made necessary by family separation. It questions the prevailing narrative of the war as a unifying national experience, focusing on issues like civilian morale and the relationship between citizens and the state. In some ways, the depth of the patriotic consensus was remarkable in a city that was far removed from any real enemy threat. The population was highly polyethnic, with strong class divisions and a vibrant tradition of political protest. Both factors meant a greater number of potential fault lines. But the large number of ethnic groups in Winnipeg and the Left’s relative lack of political power also meant that there was no dominant minority to seriously challenge the interpretation of the war expressed by the city’s charter group. Social cohesion was enhanced in Winnipeg despite the absence of real danger for a number of reasons: the connection of ethnic communities to occupied or threatened homelands, like Poland or the United Kingdom; the effectiveness of both official and unofficial information management, such as Victory Loan publicity; and the strong identification people maintained with family and friends in the armed forces, war industries, or state institutions. The war effort affected people as individuals and as members of families and the wider community. Its impact was at times unjust and destructive yet most hardships were ultimately accepted as necessary for the war’s successful prosecution.

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No description available.

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In the theoretical and epistemological frameworks of Vygotsky’s cognitive theory and French intellectuals’ written legacy (Cixous, Deleuze, Derrida, Foucault, Kristeva, and Lyotard), the research explores philosophical, psychological, and educational migrations of a second language (L2) learner among cultures and languages in her comprehension and further nativization of an L2 through her comprehension and nativization of the culture of the language. The role of Canadian culture in Canada’s second/additional language education (SLE) is the research focus. In this research, the concept of Canadian culture is interpreted narrowly as literature, music, arts, and history of its people, and broadly as creations of its people. The dissertation consists of 3 parts: Pre-Theory, Theory, and Post-Theory. The Pre-Theory part is built according to the conventional thesis design: introduction, theoretical framework, literature review, research question, methodology, credibility, and significance. Narrative inquiry (Connelly & Clandinin, 2006) as the initial methodology of the research unfolds in innovative ways as literary-philosophical essays in the Theory part, and later as a music-poetry work in the Post-Theory part. The Theory part is a conceptual philosophy-arts piece of writing that develops based on the principle “writing as a method of knowing”. The Post-Theory part is the researcher’s music-poetry work “I-Migrations: Psychedelic Story” that is a practical epitome of her research theory. Based on her own way of learning English, first, as a foreign language (FL) in Russia, and then as an L2 in Canada, the researcher theoretically substantiates her postulate of the underestimated role of Canadian culture, in terms of literature, music, arts, and history in Canada’s SLE and proposes to make Canadian culture an integral part of Canada’s SLE curricula. This research fulfils the gaps in the literature on an older L2 learner’s experience across a lifetime and the inclusion of arts and culture alongside of language learning in SLE. Keywords: second language, second language culture, writing, second language writing, second language education

Historians have established the framework of Canada’s general political, economic, and military participation in the Second World War, but there has been little research into the ways that the national war effort affected individuals or local communities. This dissertation explores the wartime experience of ordinary Winnipeggers through their responses to recruiting, the treatment of minorities, war finance publicity, participation in voluntary community service, and the adjustments made necessary by family separation. It questions the prevailing narrative of the war as a unifying national experience, focusing on issues like civilian morale and the relationship between citizens and the state. In some ways, the depth of the patriotic consensus was remarkable in a city that was far removed from any real enemy threat. The population was highly polyethnic, with strong class divisions and a vibrant tradition of political protest. Both factors meant a greater number of potential fault lines. But the large number of ethnic groups in Winnipeg and the Left’s relative lack of political power also meant that there was no dominant minority to seriously challenge the interpretation of the war expressed by the city’s charter group. Social cohesion was enhanced in Winnipeg despite the absence of real danger for a number of reasons: the connection of ethnic communities to occupied or threatened homelands, like Poland or the United Kingdom; the effectiveness of both official and unofficial information management, such as Victory Loan publicity; and the strong identification people maintained with family and friends in the armed forces, war industries, or state institutions. The war effort affected people as individuals and as members of families and the wider community. Its impact was at times unjust and destructive yet most hardships were ultimately accepted as necessary for the war’s successful prosecution.

No description available.