Examining Relationships Between Heritage Management and Heritage Information Within the Enoch Turner Schoolhouse

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Examining Relationships Between Heritage Management and Heritage Information Within the Enoch Turner Schoolhouse Examining Relationships between Heritage Management and Heritage Information within the Enoch Turner Schoolhouse by Maryanne Small A thesis submitted in conformity with the requirements for the degree of Masters of Information Faculty of Information University of Toronto © Copyright by « Maryanne Small » «2016» Examining Relationships between Heritage Management and Heritage Information within the Enoch Turner Schoolhouse Maryanne Small Masters of Information Faculty of Information University of Toronto 2016 Abstract This thesis explores central issues of heritage management through frameworks of place identity, collective memory, as well as heritage and information studies to investigate the following two questions: How is the connection between a community and a built space shaped by heritage designation? Which community members, whether individuals or groups, are involved in the production of heritage information, how is that information selected, codified, communicated, and otherwise promoted through heritage management systems including planning and conservation policy frameworks? A case analysis of the Enoch Turner Schoolhouse provides a means of examining the social processes involved in heritage management and designation as they relate to community engagement and urban development. Through analysis of archival materials from the Enoch Turner Schoolhouse Foundation and Little Trinity Church Archives, this study found evidence of communication trends, interests and motivations of individuals and groups, as well as differences in the representation of Schoolhouse narratives. ii Acknowledgments I would first like to thank my thesis advisor, Dr. Cara Krmpotich, of the Faculty of Information at University of Toronto. Prof. Krmpotich’s guidance, understanding, and patience throughout all phases of my research contributed greatly to my graduate experience. I would also like to acknowledge Dr. Irina Mihalache of the Faculty of Information at the University of Toronto. As the second reader of this thesis, I am indebted to Prof. Mihalache for her valuable feedback. I am also grateful to my thesis committee, including Dr. Susan Pell, for their active participation, comments, and input. A very special thanks must be extended to Lynne Kurylo, Chair of the Enoch Turner Schoolhouse for facilitating access to the archives of the Enoch Turner School Foundation and for providing guidance and encouragement throughout my research. Lynne’s mentorship, advice and keen insight into critical issues within the fields of museum and heritage management provided me with direction and a continued sense of purpose. I also want to acknowledge Vivienne James, Librarian and Archivist at the Little Trinity Church, for facilitating access to the Church’s archives. Finally I would like to thank my family: Ken and Linda Small, Lorna Stillwell, Adam, Jeff, and Stacey. Their unwavering support and enthusiasm sustained my work and made this research possible. iii Table of Contents List of Figures ......................................................................................................................... vii List of Appendices ................................................................................................................. viii List of Abbreviations ............................................................................................................... ix List of Central Characters ..........................................................................................................x Chapter 1: Introduction and Thesis Overview .....................................................................1 1.1: Introduction .........................................................................................................................1 1.2: Theoretical Framework A Review of Place Identity and Collective Memory Frameworks as well as the Concept of Heritage Information and Heritage Policy Discourse ...................4 1.3: Research Goals ...................................................................................................................6 1.4: Brief Description of Methodology and Analysis ................................................................7 1.5: Thesis Overview and Research Contributions ....................................................................8 Chapter 2: Theoretical Framework: A Review Of Place Identity And Collective Memory Frameworks As Well The Concept Of Heritage Information, And The Development Of Heritage Discourse ...............................................................................10 2.1: Introduction: Central Frameworks and Concepts ...................................................................10 2.2: Defining Place Identity, Community, and Social Memory ....................................................11 2.3: Heritage Information and Community Archives ....................................................................15 2.4: Development of Heritage Policy and Discourse in Canada ....................................................18 2.5: Conclusion: A Review of How Heritage Narratives Are Connected to Place ........................22 Chapter 3: Methodology: ETS Case Analysis Design, Techniques, And Description Of Data Sources ......................................................................................................................23 3.1: Introduction to Research Goals and Questions .................................................................23 3.2: Approach to the Case Analysis of Enoch Turner Schoolhouse ........................................25 3.2.1: Description of Data Sources ....................................................................................26 3.3: Analysis Techniques: Critical Discourse and Narrative Analysis ....................................27 iv 3.3.1: Discourse Analysis of ETSF & LTC Operational Records .....................................28 3.3.2: Narrative Analysis of ETSF & LTC Heritage Information .....................................30 3.4: Reliability and Validity .....................................................................................................31 3.5: Limitations of Data Sources, Analysis Techniques and Research Design ......................32 3.5.1: Delimitations ............................................................................................................32 3.5.2: Limitations ...............................................................................................................33 3.6: Conclusion: A Comprehensive Approach to the ETS Case Analysis ..............................34 Chapter 4: Historical Overview Of Enoch Turner, Little Trinity Church, & ETS (19 - 20th Centuries) ..................................................................................................................35 4.1: Introduction to the History of the ETS and Key Characters .............................................35 4.2: Enoch Turner: Founder of the ETS ..................................................................................35 4.3: The Establishment of Little Trinity Church and Enoch Turner Schoolhouse ..................39 4.4: 20th Century History of Enoch Turner Schoolhouse ...............................................................43 4.5: Conclusion: Significance of ETS History in Exploring Heritage Narratives Connected to Place ..............................................................................................................................................48 Chapter 5: The Impact Of Place-Related Heritage Narratives On ETS Heritage Management Practices ......................................................................................................50 5.1: Introduction: Heritage Narratives and their Impact on ETS Space Utilization ................50 5.2: Case Analysis of Enoch Turner Schoolhouse ...................................................................52 5.2.1: A Review of Key ETS Community Stakeholders ..................................................51 5.2.1.1: Communities of Heritage Conservation and Public Education ................52 5.2.1.2: Little Trinity Church Congregation ..........................................................53 5.2.1.3: The Sub-Communities of the RC, FC, and ETSF .....................................54 5.2.2: Redevelopment of the ETS Site as Living History Museum ..................................55 5.2.3: An Examination of the Relationship between LTC and ETSF ...............................65 5.2.4: An Examination of Competing Narratives within the ETS and their Impact on ETS Utilization ETS ..................................................................................................................71 v 5.3: Conclusion: A Review ETS Heritage Narratives and Space Management by ETS Community Members ...........................................................................................................78 Chapter 6: Heritage Information As Evidence Of ETS Heritage Narrative Construction And Management Practices .............................................................................................80 6.1: Introduction: An Overview of Heritage Information and Heritage Information Objects .80 6.2: A Review of ETSF Heritage Information Accumulated by ETS Community Members .81 6.3: Analysis of ETS Heritage Information Objects (HIO) .....................................................87 6.3.1: Heritage Information Object-1: York Pioneer .........................................................88
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