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Record W199943509 · doi:10.1353/eir.2003.0020

Language, Monuments, and the Politics of Memory in Quebec and Ireland

2003· article· en· W199943509 on OpenAlexaboutno aff
Kathleen O’Brien

Bibliographic record

VenueÉire-Ireland · 2003
Typearticle
Languageen
FieldSocial Sciences
TopicCanadian Identity and History
Canadian institutionsnot available
Fundersnot available
KeywordsIrishCeltic languagesConversationPoliticsHistoryLinguisticsCollective memoryFamineMedia studiesSociologyArchaeologyCommunicationLawPolitical science

Abstract

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CONTEMPORARY Ireland and Quebec each have centuries of complex language traditions in which Irish, English, and French have jostled in different ways at different periods of time. This article examines two sites--the 1909 Celtic cross at Grosse Ile, Quebec, and the 1903 Miss Erin monument at Kilrush, County Clare--to highlight ways in which texts at those sites were attempts to fix collective memory, but over the twentieth century have become a kind of fragmented conversation about language, famine, nationalism, and identity. At each site, stone structures soar over eye-level text panels that seem to display one single message in Irish, French, and English. Two of the three languages make visible a dual linguistic history in the surrounding cultural landscapes: French and English at Grosse Ile, Irish and English at Kilrush. But why the third language? Was there a French quartier in Kilrush, an Irish Gaeltacht tucked away on the small Canadian island? If not, why did the designers feature another language that few visitors to the sites could have read? If the purpose of monument building is to make a particular memory publicly visible and thus more enduring, do the three languages aid that attempt or conflict with it? Does their presence raise silent questions about conflicts of memory? If needs for a third language were clearer at the time of construction than now, do monuments fix or mark the passage of memory? These questions suggest that visual displays of language carry meanings beyond those apparent in the written words. The broader contexts of the messages may have been so well understood in the early twentieth century that more explicit notation was unnecessary or intentionally omitted, yet other meanings may be clearer and more visible now. IRISH MIGRATIONS TO QUEBEC Before the nineteenth century Irish people emigrated to Quebec mainly through military service. After the Napoleonic wars in 1815, food shortages and epidemics in Ireland sporadically spurred Irish migrations to the predominantly French-speaking Catholic region. Between 1815 and 1861 the Anglophone population of Quebec rose from 15 percent to 24.3 percent. In this period the Irish accounted for almost twice the number of newcomers as English and Scottish immigrants combined (Dickinson and Young 2000:112). The cholera epidemic of 1832 stimulated more Catholic emigration from Ireland than usual, but until the massive influx of Irish Catholics in the years of the Great Famine, most Irish immigrants to Quebec were English-speaking Protestants. In the decade of 1845-55, there were unprecedented challenges to Quebec's religious, linguistic, and cultural demographics as thousands of Irish Catholics poured into Quebec City, Montreal, and other regions along the St. Lawrence River. Catholic ecclesiastical institutions had been entrenched in Quebec society since the French settlements in the early seventeenth century; thus life was considerably less complicated for the Catholic population than it was under the restrictions of the Penal Laws in Ireland. Nevertheless, the financial and political interests of the English-speaking population had increasingly gained control in Quebec after 1760 when France ceded to Britain its remaining colonial holdings in the region. Unrest grew in Quebec as its French-based societal structures and institutions were increasingly challenged. In recognition of growing unrest in the thirteen colonies to the south, England gave concessions to French Canadians to ensure some measure of loyalty, and the 1774 Quebec Act was passed in England to institutionalize measures of cultural continuity for the French-speaking Catholics (Dickinson and Young 2000:55). (1) The precedence of this legislation linked the aspirations of Irish and French-speaking Canadians seeking more independence under British rule and subsequently influenced the development of British policy toward Ireland in the nineteenth century. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.869
Threshold uncertainty score0.304

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.005
GPT teacher head0.226
Teacher spread0.221 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations5
Published2003
Admission routes1
Has abstractyes

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Same venueÉire-IrelandSame topicCanadian Identity and HistoryFrench-language works237,207