Language

In 1995, Donald Judd's Chinati Foundation held its inaugural symposium titled "Art in the Landscape". During the roundtable discussion, walking artist Hamish Fulton asserted that there are fundamental differences between his art and American Land Art. Drawing on Fulton's assertion, this dissertation argues for the redefinition of British environmental art, conventionally called Land Art after the American tradition. Through the exploration of the work of several contemporary and living British artists, the British School of Aesthetic Chorography is articulated. The practice of aesthetic chorography involves an embodied experience of place, such as walking or gardening, which results in a creative response. This creative response is the place-work of aesthetic chorography and can take a plethora of forms including the attachment of language to place, the creation of an ephemeral marker, an image or a representation or the creation of a printed object which recalls the place in some way. Derived from the unfolding of this place-work, the role of language in art is a theme which is carried through the dissertation. The role of language in childhood, memory and constituting knowledge claims is also explored particularly as this relates to place and to loss and the conservational potential of language with respect to place is theorized in a place theory of language and a recollective theory of place. The conservational element of this work is further developed through the articulation of aesthetic chorography as a parochial tending practice which devotes attention to place as an experienced phenomenon. The persistence of parochial places and vernacular tending practices, however, require conservation. The heritage work of the Common Ground Trust in the UK which seeks to promote the "local distinctiveness" of places is explored and the keeping place is raised as a way of thinking about the engaged and living preservation of vernacular places, particularly in the face of environmental crisis.

Keywords: Aesthetics, Aesthetic Chorography, Art, Common Ground Trust, Concrete Poetry, Conservation, Critical Topography, Environmental Aesthetics, Environmental Ethics, Epistemology, Heritage, Keeping Place, Land Art, Landscape, Language, Lieu de Mémoire, Local, Memory, Monument, Parochial, Place, Place-work, Tending, Vernacular, Walking, Jonathan Bordo, Lionel L. Ferguson, Alec Finlay, Ian Hamilton Finlay, Hamish Fulton, Andy Goldsworthy, Donald Judd, Richard Long, Robert Macfarlane, Brian Nichols, Ferdinand de Saussure, Richard Skelton, Robert Smithson, James Turrell, W.J.T. Mitchell

Author Keywords: Aesthetic Chorography, Critical Topography, Heritage, Keeping Place, Landscape, Place

This thesis explores the importance of Indigenous languages and their revitalization, as well as the roles and responsibilities of schools through the perspective of Anishinaabemowin public school teachers in the Nogojiwanong, Peterborough ON, area. Three teachers were interviewed and have shared valuable insight into how they became teachers, how the language is taught in their schools, and the challenges associated with teaching these classes in these settings, as well as who should be learning and how these languages will bring us forward. From this information, recommendations for schools, school boards, and policy makers are included to better support instructors and students.

Author Keywords: Anishinaabemowin, Indigenous, Indigenous Languages, Language Revitalization, Public Schools, Schools

Despite - or perhaps because of - her popularity as a best-selling poet, the work of Mary Oliver has been minimized and marginalized within the academy. Nevertheless, Oliver's readership is an expansive and devout one made up of a wired yet insular North American public in search of reconnecting with the natural world. I propose that through Oliver's poetry readers access the affective, sensory responses to nature first encountered during childhood. This return to "the child" is deliberately used by various publics to share communal goals. Drawing from such frameworks as ecocritical and trauma theory, I explore environmental memory, ecstatic places, and the sensuousness of nature and language to consider ways in which diverse publics claim and use Oliver's work. I provide a close reading of selections of Oliver's poems to argue that her work's appeal speaks to a revived perception of the necessity of nature to the human spirit

Author Keywords: Attentiveness, Childhood, Language, Mary Oliver, Nature Poetry, Senses

This case study contributes to scholarship surrounding the national conversation on Indigenous language sustainability in North America. Much of this scholarship provides insight on structuring language programs and policies for youth, leaving a tremendous research gap regarding sociolinguistic and cultural research with youth. Youth appear disinterested or otherwise set apart in current research from the development of policies and curriculum concerned with heritage languages. Upon closer inspection; however, youth are engaged and using innovative and different tools than previous generations. This exploration is a foundational case study which builds upon research highlighting the nature of Indigenous language loss in the south as a time sensitive phenomenon as the application of cognitive imperialism and colonial tactics within mainstream schools continue to conceal a large scale cultural and linguistic genocide in Canada.

Although Indigenous language loss may seem of concern to only small groups of linguists and dialectic communities, it should in fact concern anyone who cares about reconciliation or closing the tremendous gap in accessing equitable education. The preservation of Indigenous languages and knowledge systems should also be of interest to those parties who seek to comprehensively understand the Natural World and whom have a vested interest in the survival of the planet and protection of the enviroment. Because of these realities, the viewpoints and experiences of all concerned parties are essential. It follows then, that the youth perspective is significant.

To address this gap, participatory narrative inquiry was used as a theoretical framework to conduct a foundational case study in which detailed consideration was given to exploring the lived narratives of three Anishnaabeg participants to establish the value of Indigenous youth voice in alternative forms of sociolinguistic and culturally sustainable language learning in the 21st century, and, to strengthen the argument that more research is needed in the field of first-person youth studies.

The results of this case study will be useful, specifically, to localized communities of Anishnaabe youth with and for whom much of the research was conducted, and, more generally to youth resistance work focused on media and technology in globalized and contemporary language and cultural ecologies. Research outcomes indicated potential directions for future research in different contexts and localities by presenting commonalities within the fields of social and political engagement and their connection to language and new media in youth populations. It is hoped that this initial material pinpointing a research gap in Indigenous youth language studies will be used to investigate future research in this field.

Author Keywords: Anishnaabe, Decolonization, Language, Sociolinguistics, Technology, Youth Studies