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We use a sample of 559 disc galaxies extracted from the eXtended GALEX Arecibo SDSS Survey (xGASS) to study the connection between baryonic angular momentum, mass and atomic gas fraction in the local Universe. Baryonic angular momenta are determined by combining HI and H$_{2}$ integrated profiles with two-dimensional stellar mass surface density profiles. In line with previous work, we confirm that specific angular momentum and atomic gas fraction are tightly correlated, but we find a larger scatter than previously observed. This is most likely due to the wider range of galaxy properties covered by our sample. We compare our findings with the predictions of the analytical stability model developed by Obreschkow et al. and find that, while the model provides a very good first-order approximation for the connection between baryonic angular momentum, mass and gas fraction, it does not fully match our data. Specifically, we find that at fixed baryonic mass, the dependence of specific angular momentum on gas fraction is significantly weaker, and at fixed gas fraction, the slope of the angular momentum vs. mass relation is shallower than what was predicted by the model. The reasons behind this tension remain unclear, but we speculate that multiple factors may simultaneously play a role, all related to the fact that the model is not able to encapsulate the full diversity of galaxy properties in our sample., 10 pages, 7 figures. Accepted for publication in MNRAS

Academic and popular discourses alike tend to focus on street-involved youth as exemplars of the homeless problem or to overlook them entirely. This discussion aims to move beyond these frameworks, which often fail to acknowledge the talents and agency of street-involved young people, and to engage instead with the unique knowledges that are embedded within their creative endeavours. To do this, this essay places a media analysis of Another Slice, a multimedia website produced on the Downtown Eastside of Vancouver, in conversation with interviews with content producers as a means of illuminating the meaningful ways that youth at Directions Youth Services employ multimedia to assert identity, build community, challenge misconceptions about street life, and reimagine physical and social spaces.

In an article for the Aboriginal Healing Foundation, Taiaiake Alfred argues that “[t]he complete ignorance of Canadian society about the facts of their relationship with Indigenous peoples and the willful denial of historical reality by Canadians detracts from the possibility of any meaningful discussion on true reconciliation” (2009: 181). Alfred goes on: “[r]eal change will happen only when settlers are forced into a reckoning of who they are, what they have done, and what they have inherited” (184). Despite years of work by Canada’s Truth and Reconciliation Commission, the reckoning Alfred speaks of seems a long way off. The majority of Canadians remain ignorant of the history of their country, and removed from colonialism’s current manifestations and long-term implications. Some scholars consider the failure to engage in decolonization an act of denial—a choice on the part of beneficiaries who are unwilling to go through the uncomfortable process of decolonization. Others acknowledge the role of widespread ignorance, noting that few Canadians are educated about the history of colonization. Despite theorizing both ignorance and denial, scholars have not explored the connection between the two; as a result, ignorance and denial are often conflated in discussions of Canadian settler culture. In an attempt to better understand the relationship between settler ignorance and denial, this paper will explore the ways that knowledge conditioned by colonial frameworks can prevent settler Canadians from engaging in acts of decolonization. I will analyze two Ontario Ministry of Education-approved secondary-school his- tory books in relation to a study conducted at Queen’s University in 2010 to argue that the Ontario education system strengthens settler ignorance and privileges colonial ideals. I will then analyze Thomas King’s short story “Borders” (1993) from an assimilationist perspective in order to highlight how settler ignorance can lead to a denial of colonialism and a perpetuation of colonial ideals, even in the face of decolonizing narratives. RESUME Dans un article publie par la Fondation autochtone de guerison, Taiaiake Alfred soutient que « la complete meconnaissance de la societe canadienne des faits a propos de leur relation avec les Autochtones et le deni intentionnel de la realite historique detournent de toute possibilite d’un debat eclaire et constructif en fonction d’une veritable reconciliation » (2009: 203). Alfred continue en affirmant qu’ « [u]n veritable changement ne s’operera que si des colons sont forces de considerer qui ils sont, ce qu’ils ont fait et ce dont ils ont herite » (206). En depit des annees de travail par la Commission de verite et de reconciliation du Canada, le tableau peint par Alfred semble lointain. La majorite des Canadiens et Canadiennes demeurent ignorant(e)s de l’histoire de leur propre pays et detache(e)s des manifestations actuelles du colonialisme ainsi que de ses repercussions de longue date. Aux yeux de certains chercheurs et chercheuses, le fait de ne pas entreprendre d’efforts de decolonisation est un acte de deni : un choix fait par les beneficiaires qui ne sont pas pret(e)s a amorcer le processus desagreable de decolonisation. D’autres reconnaissent le role de l’ignorance generale, en ajoutant que peu de gens au Canada sont instruits sur l’histoire du colonialisme. Si les themes de l’ignorance et du deni ont ete explores sur le plan theorique, le lien entre les deux n’a toujours pas fait l’objet de recherches. Il en resulte que l’ignorance et le deni sont souvent confondus dans les discussions sur la culture coloniale canadienne. Dans l’effort de mieux comprendre la relation entre l’ignorance et le deni des peuples colonisateurs, cet article explore les facons dont la connaissance conditionnee par les cadres coloniaux peut empecher la participation des colonnes et des colons canadiens au processus de decolonisation. J’analyse ici deux manuels d’histoire approuves par le ministere de l’Education de l’Ontario en fonction d’une etude realisee a l’Universite Queen’s en 2010 pour avancer que le systeme educatif de l’Ontario renforce l’ignorance des colons et des colonnes et privilegie les ideaux coloniaux. J’analyserai ensuite la nouvelle intitulee Borders de Thomas King (1993) d’une perspective assimilatrice pour mettre en relief comment l’ignorance des peuples colonisateurs mene au deni du colonialisme et perpetue les ideaux coloniaux, meme en presence de recits de decolonisation. KEYWORDS: Indigenous; literature; settler culture; ignorance; history; education; pedagogy