PROTESTANTISM the WELSH WAY. the RELIGIOUS DIMENSION of WELSH NATIONAL and CULTURAL IDENTITY in the NINETEENTH CENTURY This
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The Role and Importance of the Welsh Language in Wales's Cultural Independence Within the United Kingdom
The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom Sylvain Scaglia To cite this version: Sylvain Scaglia. The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom. Linguistics. 2012. dumas-00719099 HAL Id: dumas-00719099 https://dumas.ccsd.cnrs.fr/dumas-00719099 Submitted on 19 Jul 2012 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE DU SUD TOULON-VAR FACULTE DES LETTRES ET SCIENCES HUMAINES MASTER RECHERCHE : CIVILISATIONS CONTEMPORAINES ET COMPAREES ANNÉE 2011-2012, 1ère SESSION The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom Sylvain SCAGLIA Under the direction of Professor Gilles Leydier Table of Contents INTRODUCTION ................................................................................................................................................. 1 WALES: NOT AN INDEPENDENT STATE, BUT AN INDEPENDENT NATION ........................................................ -
“The Prophecies of Fferyll”: Virgilian Reception in Wales
“The Prophecies of Fferyll”: Virgilian Reception in Wales Revised from a paper given to the Virgil Society on 18 May 2013 Davies Whenever I make the short journey from my home to Swansea’s railway station, I pass two shops which remind me of Virgil. Both are chemist shops, both belong to large retail empires. The name-boards above their doors proclaim that each shop is not only a “pharmacy” but also a fferyllfa, literally “Virgil’s place”. In bilingual Wales homage is paid to the greatest of poets every time we collect a prescription! The Welsh words for a chemist or pharmacist fferyllydd( ), for pharmaceutical science (fferylliaeth), for a retort (fferyllwydr) are – like fferyllfa,the chemist’s shop – all derived from Fferyll, a learned form of Virgil’s name regularly used by writers and poets of the Middle Ages in Wales.1 For example, the 14th-century Dafydd ap Gwilym, in one of his love poems, pic- tures his beloved as an enchantress and the silver harp that she is imagined playing as o ffyrf gelfyddyd Fferyll (“shaped by Virgil’s mighty art”).2 This is, of course, the Virgil “of popular legend”, as Comparetti describes him: the Virgil of the Neapolitan tales narrated by Gervase of Tilbury and Conrad of Querfurt, Virgil the magician and alchemist, whose literary roots may be in Ecl. 8, a fascinating counterfoil to the prophet of the Christian interpretation of Ecl. 4.3 Not that the role of magician and the role of prophet were so differentiated in the medieval mind as they might be today. -
The Material Culture of Late Medieval Religion in Wales
Impact case study (REF3b) Institution: University of South Wales Unit of Assessment: D30 Title of case study: The Material Culture of Late Medieval Religion in Wales 1. Summary of the impact Much of Madeleine Gray’s recent research focuses on the visual and material culture of religion in late-medieval and early modern Wales. This has led to invitations to work as a consultant on several major heritage and community regeneration projects as well as numerous public lecturing engagements, newspaper articles and appearances on network television, notably the BBC’s award-winning ‘The Story of Wales’. This media activity and heritage consultancy has repositioned the academic and wider public’s sense of Welsh identity away from the traditional focus on nonconformist chapel culture and towards a wider awareness of Wales’s European heritage. 2. Underpinning research Dr Gray’s underpinning research into the visual and material evidence for late medieval religion in Wales led to the publication of Images of Piety (submitted for RAE in 2001). This provided an overview of the evidence, setting it both in the wider European context and in the context of the evidence of medieval Welsh vernacular poetry (a very rich and comparatively unexplored source for religious belief). Many of her more recent publications in peer-reviewed journals and academic collections (some submitted for RAE in 2008) have focused on the material culture of medieval religion and the impact of the changes of the sixteenth century, developing and expanding on themes initially discussed in Images of Piety. She has also further developed the use of vernacular poetry to interpret the material evidence, a subject on which she is currently supervising a PhD thesis. -
Historical Background of the Contact Between Celtic Languages and English
Historical background of the contact between Celtic languages and English Dominković, Mario Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:149845 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. J.J. Strossmayer University in Osijek Faculty of Humanities and Social Sciences Teaching English as -
The Social Identity of Wales in Question: an Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth
Linfield University DigitalCommons@Linfield Fulbright Grantee Projects Office of Competitive Scholarships 8-3-2012 The Social Identity of Wales in Question: An Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth Clara Martinez Linfield College Follow this and additional works at: https://digitalcommons.linfield.edu/fulbright Part of the Critical and Cultural Studies Commons, and the International and Intercultural Communication Commons Recommended Citation Martinez, Clara, "The Social Identity of Wales in Question: An Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth" (2012). Fulbright Grantee Projects. Article. Submission 4. https://digitalcommons.linfield.edu/fulbright/4 This Article is protected by copyright and/or related rights. It is brought to you for free via open access, courtesy of DigitalCommons@Linfield, with permission from the rights-holder(s). Your use of this Article must comply with the Terms of Use for material posted in DigitalCommons@Linfield, or with other stated terms (such as a Creative Commons license) indicated in the record and/or on the work itself. For more information, or if you have questions about permitted uses, please contact [email protected]. Fulbright Summer Institute: Wales 2012 The Social Identity of Wales in Question: An Analysis of Culture, Language, and Identity in Cardiff, Bangor, and Aberystwyth Clara Martinez Reflective Journal Portfolio Fulbright Wales Summer Institute Professors August 3, 2012 Table of Contents Introduction -
The Influence of Religion and Education Toward Mary Jones’ Personality and Her Contribution to Society in M
THE INFLUENCE OF RELIGION AND EDUCATION TOWARD MARY JONES’ PERSONALITY AND HER CONTRIBUTION TO SOCIETY IN M. E. ROPES’ THE STORY OF MARY JONES AND HER BIBLE AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By SONDANG FAJARYANI KATHY MARINA SIMANJUNTAK Student Number: 034214134 ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2009 THE INFLUENCE OF RELIGION AND EDUCATION TOWARD MARY JONES’ PERSONALITY AND HER CONTRIBUTION TO SOCIETY IN M. E. ROPES’ THE STORY OF MARY JONES AND HER BIBLE AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By SONDANG FAJARYANI KATHY MARINA SIMANJUNTAK Student Number: 034214134 ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2009 i ii iii Mazmur 23 TUHAN adalah gembalaku, takkan kekurangan aku. Ia membaringkan aku di padang yang berumput hijau, Ia membimbing aku ke air yang tenang; Ia menyegarkan jiwaku. Ia menuntun aku di jalan yang benar oleh karena nama-Nya. Sekalipun aku berjalan dalam lembah kekelaman, aku tidak takut bahaya, sebab Engkau besertaku; gada-Mu dan tongkat-Mu, itulah yang menghibur aku. Engkau menyediakan hidangan bagiku, di hadapan lawanku; Engkau mengurapi kepalaku dengan minyak; pialaku penuh melimpah. Kebajikan dan kemurahan belaka akan mengikuti aku, seumur hidupku; dan aku akan diam dalam rumah TUHAN -
Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge
Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge 1 INTRODUCTION The Welsh language emerged from the increasing dialect differentiation of the ancestral Brythonic language (also known as British or Brittonic) in the wake of the withdrawal of the Roman administration from Britain and the subsequent migration of Germanic speakers to Britain from the fifth century. Conventionally, Welsh is treated as a separate language from the mid sixth century. By this time, Brythonic speakers, who once occupied the whole of Britain apart from the north of Scotland, had been driven out of most of what is now England. Some Brythonic-speakers had migrated to Brittany from the late fifth century. Others had been pushed westwards and northwards into Wales, western and southwestern England, Cumbria and other parts of northern England and southern Scotland. With the defeat of the Romano-British forces at Dyrham in 577, the Britons in Wales were cut off by land from those in the west and southwest of England. Linguistically more important, final unstressed syllables were lost (apocope) in all varieties of Brythonic at about this time, a change intimately connected to the loss of morphological case. These changes are traditionally seen as having had such a drastic effect on the structure of the language as to mark a watershed in the development of Brythonic. From this period on, linguists refer to the Brythonic varieties spoken in Wales as Welsh; those in the west and southwest of England as Cornish; and those in Brittany as Breton. A fourth Brythonic language, Cumbric, emerged in the north of England, but died out, without leaving written records, in perhaps the eleventh century. -
Welsh Disestablishment: 'A Blessing in Disguise'
Welsh disestablishment: ‘A blessing in disguise’. David W. Jones The history of the protracted campaign to achieve Welsh disestablishment was to be characterised by a litany of broken pledges and frustrated attempts. It was also an exemplar of the ‘democratic deficit’ which has haunted Welsh politics. As Sir Henry Lewis1 declared in 1914: ‘The demand for disestablishment is a symptom of the times. It is the democracy that asks for it, not the Nonconformists. The demand is national, not denominational’.2 The Welsh Church Act in 1914 represented the outcome of the final, desperate scramble to cross the legislative line, oozing political compromise and equivocation in its wake. Even then, it would not have taken place without the fortuitous occurrence of constitutional change created by the Parliament Act 1911. This removed the obstacle of veto by the House of Lords, but still allowed for statutory delay. Lord Rosebery, the prime minister, had warned a Liberal meeting in Cardiff in 1895 that the Welsh demand for disestablishment faced a harsh democratic reality, in that: ‘it is hard for the representatives of the other 37 millions of population which are comprised in the United Kingdom to give first and the foremost place to a measure which affects only a million and a half’.3 But in case his audience were insufficiently disheartened by his homily, he added that there was: ‘another and more permanent barrier which opposes itself to your wishes in respect to Welsh Disestablishment’, being the intransigence of the House of Lords.4 The legislative delay which the Lords could invoke meant that the Welsh Church Bill was introduced to parliament on 23 April 1912, but it was not to be enacted until 18 September 1914. -
Exploring Welsh Speakers' Language Use in Their Daily Lives
Exploring Welsh speakers’ language use in their daily lives Beaufort contacts: Fiona McAllister / Adam Blunt [email protected] [email protected] Bangor University contact: Dr Cynog Prys [email protected] Client contacts: Carys Evans [email protected], Eilir Jones [email protected] Iwan Evans [email protected] July 2013 BBQ01260 CONTENTS 1. Executive summary ...................................................................................... 4 2. The situation, research objectives and research method ......................... 7 2.1 The situation ................................................................................................ 7 2.2 Research aims ......................................................................................... 9 2.3 Research method ..................................................................................... 9 2.4 Comparisons with research undertaken in 2005 and verbatim comments used in the report ............................................ 10 3. Main findings .............................................................................................. 11 4. An overview of Welsh speakers’ current behaviour and attitudes ........ 21 4.1 Levels of fluency in Welsh ...................................................................... 21 4.2 Media consumption and participation in online and general activities in Welsh and English .................................................. 22 4.3 Usage of Welsh in different settings ...................................................... -
A Statistical Focus on Religion in Wales, 2011 Census: Executive Summary
A Statistical Focus on Religion in Wales, 2011 Census: Executive summary 2001 2011 71.9% Christian 57.6% Christian Muslim 18.5% No religion 32.1% No religion population doubled to 1.5% in 2011 Around half of Muslims, Hindus and Sikhs live in Cardiff 57.6 % Muslims and of Hindus have at least a degree level Buddhists have a qualification varied ethnic background Statistician: Rebecca Armstrong and Kim Swain Tel: 029 2082 6023 E-mail: [email protected] Next update: Not a regular output Twitter: http://www.twitter.com/statisticswales | http://www.twitter.com/ystadegaucymru Introduction ................................................................................................................................. 2 Population Characteristics ......................................................................................................... 2 Ethnicity ..................................................................................................................................... 3 Country of Birth ......................................................................................................................... 4 Age Demographics .................................................................................................................... 4 Household Composition ............................................................................................................ 4 Geographical Distribution ......................................................................................................... -
Submission 17
eSharp Issue 6:2 Identity and Marginality Regressive History and the Rights of Welsh Speakers: Does History Matter? Gwenllian Lansdown ( Cardiff University) Researchers interested in questions of culture and identity are often compelled to investigate and research the historical processes which have contributed to contemporary understandings of who they are and of their place in the world. Certainly, the research which I have undertaken on Welsh identity, liberalism and multiculturalism has inevitably led me to consider the ways in which historical constructions of identity are mediated and understood. For instance, in the case of linguistic identity, it could be argued that the political and philosophical debate on the place of the Welsh language in Wales would be almost impossible to grasp without reference to the historical trajectory which has led to the language's current status.1 But where does that history begin? Who writes history? How far back does one go in attempting to understand the relationship between past and present? These questions are particularly important when considering the tendency to fetishize and sentimentalize the past, particularly so when political discussions take place. Indeed, I have been at pains to avoid the glorification of the past in my work. I have deliberately avoided notions of a 1 Both English and Welsh have de facto official status as public languages in Wales since the Welsh Language Act 1993. The 1993 Act fully repealed the linguistic aspect of the 1536 Act which officially marginalized the Welsh language from public life – see note 11 below. For those who are unfamiliar with the language's current status this is an extract taken from the most recent (2001) Census data on-line: ‘Over a fifth (21 per cent) of the population of Wales said they could speak Welsh in the 2001 Census with similar proportions able to read (20 per cent) and write (18 per cent) Welsh. -
Welsh Language Use in the Community
Social research number 52/2015 WELSH LANGUAGE USE IN THE COMMUNITY Research Study WELSH LANGUAGE USE IN THE COMMUNITY A research study undertaken as part of the Evaluation of the Welsh Ministers' Welsh Language Strategy: A living language: a language for living Rhian Hodges, Cynog Prys, Alison Orrell, Sioned Williams and Einir Williams Language Planning Group, Bangor University in conjunction with Hywel M. Jones, Statiaith and Arad. The views expressed in this report are those of the researcher and not necessarily those of the Welsh Government. For further information, please contact: Dr Catrin Redknap Principal Research Officer (Welsh Language) Knowledge and Analytical Services Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2082 5720 Email: [email protected] Welsh Government Social Research, 7 October 2015 ISBN: 978-1-4734-4844-5 © Crown Copyright 2015 All content is available under the Open Government Licence v3.0 unless otherwise stated. http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/ Table of contents List of figures .............................................................................................................. 3 List of tables ............................................................................................................... 4 Glossary ..................................................................................................................... 5 1. Introduction ...................................................................................................