This year’s issue is concerned with representations that disturb the public reception of designed citizenship and crafted national and cultural identities. In this new series of articles, disturbances are either perceived in the public discourses and analyzed through post-colonial lenses, or produced by a critical look at existing representations.
The authors’ individual research journey led the undergraduate students to question the ways in which public discourses convey definitions of citizenship, as illustrated by the three first articles: Cultural Relativism or Multicultural Appropriation? Linguistic Appropriation of Indigenous Histories by Sukeyeena Omran, Protest Space: The Changing Demographics of Activism by Meredith Gallinger and Eroding Canadian Rights and Freedoms; Post 9/11 Canadian Laws and their Effects on Citizens by Peter Wilson.
They also shed light on the media representation of silenced and difficult stories, such as in Stolen Sisters: Colonial Roots of Sexual Violence Against Aboriginal Women and Unsympathetic Media Representations Toward Their Stories in Contemporary Canada by David Sanlal, Observing the “Inukshuk” at the Vancouver Olympic Games: Cultural Appropriation of an Orientalized Inuit Culture within the Canadian “North” by Shengying Yao or Coach’s Corner: Don Cherry, hockey and the creation of English Canadian identity in the 20th century by Andrew Silver.
The last three articles speak to the tension existing between definitions of cultural nationhood and a supranational identity that addresses forces of inclusion or exclusion. Exploring Indigenous Under-Representation at the Canadian Museum of History by Heather White, An Exploration of Evangéline: Poem, Myth and Pop song by Karly Nevils, and Bridging Insecurities: A Post Colonial Analysis of Food Security in the Canadian North by Saralyn Tyler deal with different facets of this tension.
It is with seriousness and rigor that the Editorial Board, composed of members and alumni of the School of Canadian Studies provided comments and guidance to each author during the course of the term. The junior authors’ hard work towards publication shows that undergraduate students can achieve a voice through this learning experience. The results of this work indicates that some of these voices will be heard in academia in the future, as it also shows that some will be better heard in political action, at the museum, or in a renewed government.