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Reviews eighteenth and nineteenth century Canadian literature. Notes that despite its cultural significance, this early literature has been dismissed by critics and scholars. (MM)

Describes the emotional link to the text that an author and an illustrator must create for the reader. Traces the development of that link while the author illustrated "Very Last First Time," by Jan Andrews, a rite-of-passage tale about a young Inuit girl. (RAE)

Argues that humor is an international language and phenomenon that retains, in the transposition, its own subtle boundaries, and that the essential duality at its core will continue to require familiarity with the contours and mixed reality of the chosen homeground. (RAE)

Argues that adopting a metacritical stance and examining the dialogue between text and audience will result in a better understanding of how Canada's cultural and intellectual contexts shape the interpretive act, and how this dialogue constructs the public meaning of literary works. (RAE)

Argues that the way out of worn out analogies of Canadian literature is found not only by acquiring knowledge of other cultures, but also by abandoning the deceptive parallelisms that overcome differences only by hiding them. (RAE)

Recounts the history of the development of a Canadian national literature from romantic retrospection to commitment to the future. (RAE)

Claims that Quebec writers in the 1960s-80s, buoyed by nationalist and separatist aims, created alternative "Marias" who write out of their language, dreams, and bodies, and who are trying to effect a further liberation. Asks where future trajectories invented by Quebec writers will propel their readers next. (RAE)

Explores a cultural image--how Canadians view themselves and their society--from an American immigrant's perspective. (RAE)

Describes a program designed to improve English skills in university students learning English as a second language through a Canadian literature and history component. Reading lists are appended. (AM)

Summarizes the development of conditions for scholarly publishing in Canada from 1976 to the present. Discussed are the need for constant communication among scholars, concerns of publishing companies, performance standards, and economics, as well as national studies undertaken to determine the extent and effectiveness of scholarly publishing. (SW)

Describes the Canada Council's federal assistance to Canadian publishers and authors to increase availability of Canadian literature for its natives. Aid to publishers consists of block grants, determined by the publishers' previous year's lists, or grants for projects, translation, and promotion. (SW)

Considers reasons for studying Canadian literature. Notes the relative infancy of Canadian literature and the need for maintaining objectivity in the study of Canadian literature. Proposes that teachers of Canadian literature focus on individual, contemporary works, examining language, form, and craftsmanship. (RL)

Notes the growing concern about the plight of literature courses at the secondary and college levels. Suggests that research be conducted to improve the teaching of literature, especially Canadian literature. (RL)

Discusses the rationale for and several approaches to teaching Canadian literature, including a cultural and regional approach to Canadian literature, a comparative approach, and a language study approach. (HTH)

Narrates Quebec women's struggle for liberty of expression, liberty before the laws and liberty in their lives, stressing the differences between French and American feminist movements. Introduces a bibliography of Canadian publications on the status of women including: bibliographical sources, general studies, documents, resources, and contemporary Quebec women's publications. (MES)

Examines the readability and content of adolescent literature about Native Americans from northern and western Canada. (AEA)

Eight women's periodicals published in Quebec are described and their contents, readership, and editorial policies are discussed at length. The information was derived from interviews with editors, executives, or journalists, and the grouping excludes magazines focusing on one specialized topic. (MSE)

Compares several recent books for older children in which the Canadian prairie setting creates, reflects, and illuminates the isolation of the protagonists. (SRT)

Reviews Richard Gwyn's book THE 49TH PARADOX: CANADA IN NORTH AMERICA and recommends it as a useful tool for secondary teachers. Maintains that Gwyn's ability to summarize, explain important concepts, and use statistics could help stimulate important classroom discussions about Canadian-United States relations. (BSR)

Presents a bibliography that provides materials on Canada available to social studies educators. Resources for teachers include teaching strategies, literature guides, and books on acid rain. Student resources include books that provide a perspective on Canadian life. (DB)

Advocates government support for publishing of Canadian materials through grants and book purchases, in order that libraries may enhance their collections of native works. Inclusion of native scholarly works in academic and research libraries is cited as an important example. Interrelationships between library and publisher are encouraged to facilitate dissemination. (SW)

Relates the story of the life of Grant MacEwan, an institution in the Canadian West. Describes his professional career, contributions to Canadian history, published works, and unique religious views. Claims that MacEwan is to Western Canada what Robert Burns is to Scotland. (DSK)

Argues for purchase of library books within Canada. Reasons given are the library's cultural responsibility and the need to aid in resolving the financial crisis faced by Canadian publishers. (SW)

Background: Narrative Medicine (NM) and Indigenous Story Medicine both use narrative to understand and effect health, but their respective conceptualizations of narrative differ. Aims: I contrast the concept of narrative in NM with that of Indigenous Story Medicine. Materials and Methods: The article relies Western narrative theorists as well as Indigenous epistemologists to frame a discussion‐by‐contrast of the Judeo‐Christian creation myth with a Haundenosaunee Creation Story. Results: I demonstrate that the deficiencies of Narrative Medicine exist because the latter's use of narrative is a mere application in an otherwise reductive field, whereas Indigenous epistemologies rely on story as medicine itself. Discussion: OMIT. Conclusion: I call for more scholars to take up different narratives to further investigate the ethical space between NM and Indigenous Story Medicine. [ABSTRACT FROM AUTHOR]

This teaching note considers the benefits of including very short stories or "flash fiction" in the (Canadian) literature classroom. Because the genre is relatively new and favors brevity, it can be attractive to students. Teachers can be sure the students will have read the story, or even find the time to have them read entire stories in class. As well, choosing very short works lets us introduce a variety of Canadian authors to our students. We begin by questioning the dominance of context-hunting and theme-searching among young readers, and point out that this mode of reading comes at the expense of an appreciation or serious consideration of form and language. While historical context and themes are of course important to understanding any story, students often privilege the extra-textual over the literary merits of fiction; they are not necessarily reading literature as literature. The latter part of the note zeroes in on classroom experiences we have had while teaching stories by John Gould, Carin Makuz and Douglas Glover. [ABSTRACT FROM AUTHOR]

This article is an interview between poet and translator Erín Moure and Professor of Poetry and Creative Writing Zoë Skoulding. They discuss the importance of poetry translation in creating connections between different cultures and languages, particularly in North America and the UK where there is a lack of translated poetry. Moure emphasizes the need to preserve the differences and nuances of minor or minoritized languages when translating into English. They also explore the challenges and strategies involved in translating Galician poetry, highlighting the importance of maintaining tension and preserving the original meaning and effects of the poems. Moure discusses her approach to translation and the importance of considering the receiving culture when deciding what to publish and where. She emphasizes the need for reviewers and readers to engage with the work in its new cultural context and explores the challenges of creating bilingual editions. Moure also touches on her interest in ecopoetry and the nonhuman world, drawing on her Ukrainian and Cree heritage and her experiences in urban environments. She highlights the importance of recognizing and valuing Indigenous knowledge and perspectives in ecological science and poetry. Finally, Moure reflects on the significance of the American continent as a translator of poetry, acknowledging the tendency to overlook the cultural diversity and contributions of South America. The text explores the impact of colonization and colonialism on poetry and poetics, particularly in the context of the Americas. The author emphasizes the need to listen to voices from Africa and Indigenous writers to challenge dominant perspectives and work towards better futures. The translator's role is seen as creating spaces [Extracted from the article]

The paper deals with the processes of integration in Canadian society as represented by three different contemporary ethnic authors – Sharon Bala (The Boat People), Tea Mutonji (Shut up You’re Pretty) and Souvankham Thammavongsa (How to Pronounce Knife), all somewhat translating their transgenerational experiences as immigrants into their works. The negotiation of identities, in their respective works, happens at the margins of the Canadian society – the integral position of the immigrant individual whose marginalized status prescribes the performatives pertaining to class, race and gender. The commodification of this status underscores the shifting nature of Canadianness – as perceived by the margins and the center. The problematics of immigrant identity, its otherness and conditions of integration are represented in a highly ironic and postmodern manner, highlighting the issue of hypocritical enforcement of liberal policies in western societies. [ABSTRACT FROM AUTHOR]