Dissertations / Theses on the topic 'Critics of coloniality'
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1
Bello, Urrego Alejandra. "La gestion moderne de la souffrance : généalogie du corps souffrant en Colombie." Electronic Thesis or Diss., Paris 8, 2018. http://www.theses.fr/2018PA080132.
Abstract:
Être contrôlé et discipliné par l’institution médicale constitue paradoxalement un privilège, car seulement certaines personnes ont accès aux soins. Ce paradoxe est le point de départ pour : explorer la relation entre les processus de construction et de gestion du corps souffrant et la configuration d’une forme particulière de pouvoir, telle qu’elle s’exprime dans le développement de la médecine moderne en Colombie ; établir la généalogie d’une gouvernementalité impériale prenant appui sur la prédation médicale des corps.Ce travail s’attache à montrer le rôle majeur de la circulation globale des discours sur le corps souffrant dans la naturalisation d’une répartition globale et coloniale de la souffrance. La construction et la gestion de ce corps, coordonnées à l'échelle globale, continuent de naturaliser cette répartition en garantissant que la souffrance soit effectivement inscrite sur le corps. Ce dosage de la souffrance sous-tend un système ontologique proprement moderne défini sur une échelle allant d’humain à objet.L’approche conceptuelle et méthodologique autour de cette problématique est une tentative de réponse à la question comment critiquer la modernité à travers les outils de l’épistèmê moderne (principalement au sein des savoirs réputés académiques) ? Pour ce faire, le cadre d’analyse a recours aux positionnements du black feminism, du féminisme du tiers-monde étasunien, du tournant décolonial, des féminismes antiracistes latino-américains et s’inspire aussi de la perspective épistémologique andine (la science du tissu aymara-quechua). Ce travail dialogue également avec les études postcoloniales sur la médecine et avec l’histoire des émotions.2Paradoxically, being controlled and disciplined by the medical institution is a privilege, since only some people can access it. This paradox constitutes the starting point: to explore the relationship between the processes of construction and management of the suffering body and the configuration of a particular form of power, as it is expressed in the development of modern medicine in Colombia; and to establish the genealogy of an imperial governmentality based on the medical predation of bodies.This work tries to demonstrate the leading role of the global circulation of discourses on the sick body in the naturalization of a global and colonial distribution of suffering. The construction and management of this body, coordinated on a global scale, continue to naturalize this distribution guaranteeing that suffering is effectively inscribed in the bodies. This dosage of suffering conditions a properly modern ontological system defined on a scale that goes from the human to the object.The conceptual and methodological framework from which this problem is addressed is an attempt to answer the question: how to criticize modernity through the tools of modern episteme (mainly within the knowledge known as academic)? For this, this analysis frames dialogues with the ways of thinking of: black feminism, feminism of the third world of the United States, decolonial turn, and Latin American anti-racist feminisms. This analysis is also inspired by the Andean epistemological perspective (the science of Aymara-Quechua weaving). Additionally, this work dialogues with postcolonial studies on medicine and with the history of emotions.3
2
Moors, Amkiram. "“O Brave New World, That Has Such Critics In’t”: An Argumentative Essay on Criticism of The Tempest." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99794.
Abstract:
Shakespeare criticism has been a rapidly evolving field of literary studies. Scholars such as Francis Barker and Peter Hulme, Meredith Anne Skura, Stanley Wells, Harold Bloom and Sidney Shanker have continuously developed new theories and dismissed previous theories. In this essay, I discuss the negative results of such attitudes and the problems of “over-reading”, in the critiques which are based on the following theories: the post-colonial, psychoanalytical, biographical and ideological. I elaborate on the relevant arguments and issues within literary critique mentioned by Michael Taylor in his book Shakespeare Criticism in the Twentieth Century. To create a common ground for the theories, I have used critical texts concerning William Shakespeare’s The Tempest. I find that while all forms of literary critique have flaws, the theories also contribute valuable insights for further readings. I maintain that combining several forms of literary critique when analysing a text will create a more complex and in-depth reading, impossible to achieve through a singular critical theory.
3
Majozi, Nkululeko. "Theorising the Islamic State: A Critical Global South Decolonial Perspective." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63618.
Abstract:
This study critically engages with the current security debate on the conceptual understanding of the Islamic State (IS). The study critically evaluates the dominant Western view within the debate that conceptualises IS as an ‘Islamic’ terrorist organisation and a product of the ‘backwardness’ of Islam. By conducting a critical review of the literature on IS, the author argues that such a conceptualisation of IS is rooted in a racist, orientalist and Islamophobic Western epistemological narrative which seeks to create a ‘natural’ link between terrorism and Islam. Through a conceptual discussion on terrorism and a critical assessment of the Eurocentric nature of security studies theories, both traditional and critical, the study shows how hegemonic Western epistemologies are able to conveniently ignore the European roots of terrorism in the foundation of Western modernity. The result of this is that hegemonic Western epistemologies are able to appropriate the concept of security as an exclusive domain of Western states and their societies. This whilst carving out the non-European world, particularly Islamic societies, as the exclusive sources of potential terrorist threats. The study therefore advances the decolonial theoretical concept of global coloniality as a means of reframing the debate and shifting the point of enunciation from dominant Western views of IS to a more critical Global South decolonial perspective. As such, the study places emphasis on the European origins of terrorism as a constitutive element of the foundation of Western modernity, whilst addressing the cognitive confinement of security studies theories. In this light the study concludes by asserting that the Islamic State is a creation of the constitutive violent logic of Western modernity/coloniality, which has terrorism as its foundational core.Mini Dissertation (MSS)--University of Pretoria, 2017.
National Research Foundation (NRF)
Political Sciences
MSS
Unrestricted
4
Hugo, Pieter Hendrik. "Between wilderness and number : on literature, colonialism and the will to power." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1947.
Abstract:
Thesis (MA (English))--University of Stellenbosch, 2006.The eras of colonial expansion and the era designated the modern have been both chronologically and philosophically linked from the commencement of the Renaissance period and Enlightenment thought in the 15th century. The discovery of the New World in 1492 gave impetus to a new type of literature, the colonial novel. Throughout the development of this genre, in both its narrative strategies and the depiction of the colonist’s relationship with the foreign land he now inhabits, it has been both informed and formed by the prevailing philosophical atmosphere of the time. In the context of this discussion it is particularly interesting to note what might be termed the level of regression of the modern ideal, and how it is reflected in the colonial novels written at the time. Commencing with the essentially optimistic Robinson Crusoe and The Coral Island, and progressing through the far darker imaginings of Heart of Darkness, Lord of the Flies, and eventually Apocalypse Now and Blood Meridian, it is possible to trace the effects of the declining power of Enlightenment thought. Whereas earlier texts deal quite unambiguously with the issue of the Western subject’s subjugation of both the foreign environment and the foreign subjects he encounters there, and the relation between subject and object remains quite uncomplicated, in later, more self-reflexive texts the modern subject’s relationship with both the alien land and alien people becomes far more problematic. Later texts such as Heart of Darkness and Lord of the Flies depict a world where the self-assurance of early texts is strikingly absent. Increasingly, as the initial self-confidence of modernism is eroded, secular moral values, too, come to be questioned. It is here that the works of Nietzsche come to play a prominent role in the analysis of how such a decline in modern confidence is reflected in later colonial works. Even later works such as Apocalypse Now and Blood Meridian provide a view of the colonial enterprise that is in striking contrast to the optimism of early texts. The chronological progression of texts dealt with here, spanning an era of almost three hundred years prove to be reflective, to a large degree, of the decline of modernity and the effects of this on the colonial enterprise as depicted in the colonial genre.
5
Goura, Tairou. "Globalization, Critical Post-colonialism and Career and Technical Education in Africa: Challenges and Possibilities." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/603.
Abstract:
In Sub-Saharan Africa (SSA), technical and vocational education and training (TVET) is central to political discourses and educational concerns as a means for economic development, poverty alleviation, youth employment, and social mobility. Yet, there is an intriguing contradiction between this consideration and the real attention dedicated to TVET. Research on African TVET is varied, but tends to be narrowly focused on issues of policies, economic strategies, cost-efficiency, curriculum contents, and outdated equipment. Offering an alternative inquiry, the purpose of this conceptual dissertation was to use critical education theory and post-colonial insights to explore the macro and micro challenges SSA TVET systems are facing in a global context. Indeed, in the era of economic and cultural globalization, the African continent has the opportunity to make its way toward socioeconomic development. Still, rich countries are getting richer and the poor poorer. The African continent is rich in natural, mineral, agricultural, human, and intellectual resources. Thus, there are opportunities for well-being and educational prosperity. However, all statistics show that Africans are the poorest in the world. I argue that this poverty is socially constructed and not an inevitable condition for Africans. Unemployment is a tough reality in SSA. The number of students enrolling in TVET is increasing. From the critical and post-colonial conceptual framework I illustrate structural and systematic concerns to show how SSA TVET systems involve oppression, exploitation, marginalization, prejudice, stereotypes, gender discrimination, reproduction, hegemony, and subalternity. Through the concept of democratic education Dewey and Freire offer, I envision, idealistically and realistically, a holistic and emancipatory TVET where the main concern would not just be to train hands but also heads. In so doing, SSA TVET could develop students' critical awareness about citizenship, self-determination, and problem-solving in order to create social cohesion, peace, and stability in Africa.
6
Thomas, Elizabeth. "An investigation of colonialism in the novels of Nadine Gordimer and Anita Desai." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2089.
Abstract:
Thesis (PhD. (English Studies)) --University of Limpopo, 2002.The purpose of this study is to investigate colonialism in the novels of Nadine Gordimer and Anita Desai. A further purpose is to introduce these two major writers to a wider audience, thereby illuminating not only their work but also the artistic, social and moral assumptions on which it rests. A comparative study of the novels of Gordimer and Desai shows how these writers, from socially and culturally different countries, reflect and explore colonialism. By locating this phenomenon of world history in Post-Colonial Literary Studies the project calls for a discussion of the various critical models of post-colonial writing. In consequence, the study moves beyond the dichotomy of east-west and centre-periphery to a reading of Gordimer's and Desai's novels at several levels, with a particular focus on India's special experience of colonialism - both at home and abroad -and Gordimer's status as a white South African. From this perspective evolves the notion that Desai and Gordimer reveal through their texts patterns of similarity and difference in their respective colonial encounters. If we were to search for a writer from Africa whose being and writing have been directly involved with issues pertaining to the historical phenomena of colonialism and race struggle over an extended period, then Gordimer must be the ideal candidate. She is a writer deeply bound up with the multiple phases and consequences of South African apartheid. Also, she is someone who tries to go beyond history to depict the conscience of the age by writing about the human condition in times of terror and fear. A contemporary analysis of the human condition is a concern that Gordimer and Desai share as writers of fiction. The agony of a post colonial India that tries to liberate itself from the dialectic of history is reflected in Desai's novels in the framework of "difference on equal terms". This places her in the "second generation" of lndo-English writers who write from the hybridised and syncretic view of the modern world that celebrates cultural cross-pollination. A special achievement of Gordimer and Desai is to succeed in powerfully portraying female characters in a rapidly changing world, though each writer explores the place of women in society from her own cultural perspective. Writers are transmitters of their cultures. A study of this kind, I hope, will help to stimulate interest and enjoyment in the reading of South African and Indian literature and thus strengthen the literary bond of understanding between the two countries.
7
Strand, Mia. "From Development Aid to Development Partnerships – the End of Coloniality? Critical discourse analysis of DFID's development partnership with South Africa." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/32110.
Abstract:
Development aid discourses have been criticised for perpetuating othering and coloniality. The discourses have been argued to produce and reproduce conceptual creations of a distinguishable 'us' and 'them' through binaries of 'developed' and 'underdeveloped', and they have been stated to uphold lingering colonial and racial hierarchies where the former colonial powers remain preeminent and subjugate the 'Global South'. This decolonial critique of development aid discourses and their perpetuation of asymmetrical relationships between donor and recipient has led to the emergence of development partnerships. This discourse emphasises the levelling of the playing field, and mutual cooperation to achieve common development goals. The development partnership discourse thus appears to challenge the othering and coloniality inherent in former development aid discourses. In 2015, the United Kingdom's Department for International Development (DFID) ended their 'traditional' bilateral aid programme to South Africa and implemented a 'development partnership' in its place. DFID's development partnership discourse has previously been criticised for denying mutuality, however, and for perpetuating racialised hierarchies. The question is therefore whether the discourse surrounding DFID's development partnership with South Africa is perpetuating othering and coloniality, or whether it is establishing a relationship built on mutual interests and cooperation. This research paper analyses two DFID policy papers setting out the planning of the partnership approach, and four transcripts of interviews with representatives involved in the implementation of the development partnership. By applying Critical Discourse Analysis (CDA) the thesis analyses linguistic aspects of the discourse that serves to uphold certain power structures by defining decision-‐making. The CDA particularly focuses on the science, narrative and perceived 'truths' about development, the recontextualisation of its particular language and the interconnectedness with other discourses that continue to sustain and reproduce the discourse. The research finds a more nuanced approach to development, as conceptualised by the representatives involved in the implementation of the partnership, and that it is challenging the 'imperial gaze' inherent in development aid discourses. However, the analysis also reveals clear examples of othering and coloniality. This is evident through linguistic distancing through notions of time, relying on particular binaries, and referring to a naturalised development trajectory which denies lived experiences and subjugate South Africa as a country. The suggestion of mutuality therefore appears to be just a façade, and the development partnership discourse is rather emphasising difference and justifying colonial hierarchies.
8
Fagan-Cannon, Amy L. "Culinary Tourism with Anthony Bourdain: Cultural Colonialism, Masculinity and the Exotic "Other"." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/Fagan-CannonAL2009.pdf.
9
Ganoe, Kristy L. "Mindful Movement as a Cure for Colonialism." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367936488.
10
Olwage, Grant. "Music and (post)colonialism : the dialectics of choral culture on a South African frontier." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007717.
Abstract:
This thesis explores the genesis of black choralism in late-nineteenth-century colonial South Africa, attending specifically to its dialectic with metropolitan Victorian choralism. In two introductory historiographic chapters I outline the political-narrative strategies by which both Victorian and black South African choralism have been elided from music histories. Part 1 gives an account of the "structures" within and through which choralism functioned as a practice of colonisation, as "internal colonialism" in Britain and evangelical colonialism in the eastern Cape Colony. In chapter 1 I suggest that the religious contexts within which choralism operated, including the music theoretical construction of the tonic sol-fa notation and method as "natural", and the "scientific" musicalisation of race, constituted conditions for the foreign mission's embrace of choralism. The second chapter explores further such affinities, tracing sol-fa choralism's institutional affiliations with nineteenth-century "reform" movements, and suggesting that sol-fa's practices worked in fulfilment of core reformist concerns such as "industry" and literacy. Throughout, the thesis explores how the categories of class and race functioned interchangeably in the colonial imagination. Chapter 3 charts this relationship in the terrain of music education; notations, for instance, which were classed in Britain, became racialised in colonial South Africa. In particular I show that black music education operated within colonial racial discourses. Chapter 4 is a reading of Victorian choralism as a "discipline", interpreting choral performance practice and choral music itself as disciplinary acts which complemented the political contexts in which choralism operated. Part 1, in short, explores how popular choralism operated within and as dominant politicking. In part 2 I turn to the black reception of Victorian choralism in composition and performance. The fifth chapter examines the compositional discourse of early black choral music, focussing on the work of John Knox Bokwe (1855-1922). Through a detailed account of several of Bokwe's works and their metropolitan sources, particularly late-nineteenth century gospel hymnody, I show that Bokwe's compositional practice enacted a politics that became anticolonial, and that early black choral music became "black" in its reception. I conclude that ethno/musicological claims that early black choral music contains "African" musical content conflate "race" and culture under a double imperative: in the names of a decolonising politics and a postcolonial epistemology in which hybridity as resistance is racialised. The final chapter explores how "the voice" was crucial to identity politics in the Victorian world, an object that was classed and racialised. Proceeding from the black reception of choral voice training, I attempt to outline the beginnings of a social history of the black choral voice, as well as analyse the sonic content of that voice through an approach I call a "phonetics of timbre".
11
Merino, Roger. "Law as field of critique and power. The politics of legal theory from Latin America." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117292.
Abstract:
The dominant theoretical frameworks that define the ontological and epistemological limits of legal theory have marginalized or excluded alternatives visions on justice and social organization. Moreover, and in spite of being deeply embedded in specific political and ideological matrix, these frameworks have attempted to obscure the role of the political in the definition of its conceptual basis. The theoretical perspective that is developed in this article - and that is part of a long tradition of critical theories (in plural) - seeks to reveal the deep relation between Law and Politics and reformulate it analytically in order to propose a broad vision of the legal theory from Latin America.Los marcos teóricos dominantes que definen los límites ontológicos y epistemológicos de la teoría legal han marginalizado o excluido visiones alternativas sobre la justicia y la organización social. Además, y a pesar de estar profundamente arraigados a una matriz política e ideológica determinada, estos marcos teóricos han pretendido oscurecer el rol de lo político en la definición de su base conceptual. La perspectiva teórica que se desarrolla en el presente artículo, y que es parte de una larga tradición de teorías críticas (en plural), busca revelar la profunda relación entre el Derecho y la Política, y reformularla analíticamente para proponer una visión amplia sobre la teoría legal desde América Latina.
12
Da, Costa Dinis Fernando. "A critical analysis of colonial and postcolonial discourses and representations of the people of Mozambique in the Portuguese newspaper ‘O Século de Joanesburgo’ from 1970-1980." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/3885.
Abstract:
Philosophiae Doctor - PhDThe aim of this thesis is to probe how Mozambican people were represented or constructed in the colonial and post-colonial periods through the columns of the Portuguese newspaper, ‘O Século de Joanesburgo’. The study examines a corpus of 58, 070 tokens (consisting of 100 articles, 50 for colonial and 50 for postcolonial periods), which were systematically selected from the political, sport, letters to the reader and editorial domains published from 1970 to 1980. The analytical framework for this study is threefold. It is informed by corpus linguistics (CL) as described by, amongst others, McEnery and Wilson (1996/2001) and Bennett (2010); critical discourse analysis (CDA), in particular the work of Van Dijk (1996; 2003), Wodak (1995; 2011) and Wodak and Meyer (2009) and multimodal discourse analysis (MDA) as used by Kress and van Leeuwen (1996; 1998; 2006), Kress (2010) and Machin and Mayr (2012)
13
Fagan, Henry Allan. "The wider KwaZulu-Natal region circa 1700 to the onset of colonialism: a critical essay on sources and historiography." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32619.
Abstract:
This dissertation is an extended essay dealing with historical productions on the late independent era (the late “pre-colonial” epoch) of the wider KwaZulu-Natal region. The project pays particular attention to the development of the historiography and examines how it has shaped and in turn been shaped by the source material over time. Attention is also drawn to issues with terminology and disciplinary convention, including the distinction which is traditionally made between ‘primary' and ‘secondary' sources. The dissertation's scope extends beyond the discipline of history to interrogate how influences from the fields of anthropology, art history, archaeology, and literary criticism have shaped the production of history. It also examines the productions of African intellectuals whose works were excluded from the discipline of history during the late colonial and apartheid eras. Among other things, this essay draws attention to historiographical breaks in the literature and considerers where paradigm shifts and epistemic ruptures can be discerned.
14
Karlsson, Fredrik. "The Meeting of Childhood and Colonialism in William Blake’s Songs of Innocence and of Experience." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66163.
Abstract:
In Songs of Innocence and of Experience William Blake contrasts childhood and adulthood. This essay relates this to another prominent social issue in the collection, colonialism. This essay aims at answering the question of what happens when the child is black rather than white. By providing an analysis of how children in general are portrayed, followed up with a brief discussion of how Blake deals with colonial issues this essay sets the stage for a final concluding discussion about what happens when the two themes of childhood and colonialism meet. The discussion reveals that Blake is using irony to ridicule the contemporary polarized meanings of the words “black” and “white”. By doing this Blake makes the little black boy in “The Little Black Boy” the perfect symbol for criticising the contemporary issues of child abuse and colonialism in one single piece of poetry.I Songs of Innocence and of Experience visar William Blake på motsättningarna mellan barndom och de vuxnas värld. Denna uppsats kopplar detta tema till kolonialism, en annan framstående social fråga som behandlas i diktsamlingen. Syftet med denna uppsats är att besvara frågan om vad skillnaden blir när det är ett svart barn istället för ett vitt som framställs i dikterna. Genom att först analysera hur barn i allmänhet framställs, följt av en kort diskussion om hur Blake hanterar problemet med kolonialismen leder denna uppsats fram till en avslutande diskussion kring vad som händer när två stora teman som barndom och kolonialism möts. Den avslutande diskussionen framhäver att genom Blakes användande av ironi så gör han den samtida polariseringen av orden ”svart” och ”vit” till åtlöje. Den svarta pojken i ”The Little Black Boy” blir Blakes perfekta symbol för att kritisera de samtida frågorna kring barns utsatthet och kolonialism i en och samma dikt.
15
Bisogno, Giulia <1992>. "China in Africa: Win-Win cooperation or a new colonialism? The Western criticism against China's role in sub-Saharan Africa." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14799.
Abstract:
China’s growing involvement in sub-Saharan African countries, has been the topic of considerable scholarly, media, and even general public attention since 2000, when China established the first summit on China and Africa co-operation. The growing Chinese’s engagement in Africa Sub-Saharan raise concerns about the China’s presence in African countries. Indeed, Western opinion have exacerbated criticism against China, placing the whole world some questions that undermine Chinese reputation: The dissertation in question, will provide the analysis of China’s relation with Sub-Saharan countries through the debate arising between Western and Chinese opinion, focusing attention on a specific period which runs from 2009 to 2018. The first chapter will provide an historical background which purpose is to clarify how China and African countries have strengthened relationship since the beginning of their official engagement. The second chapter will handle with the analysis of China and Sub-Saharan relationship countries through the lecture of two international newspapers which can be considered as a window on the wider world: The Economist and The Guardian. The third chapter will deal with Chinese’ opinion about its own presence in Africa. How China defends its position and reputation against the harsh critics moved by Western concerns? Through the China Daily (Zhongguo Ribao 中国日报), I will provide an analysis of China and Africa contemporary relation from Chinese perspective, considering the debate between China Daily, The Economist and The Guardian
16
Nicolaas, Buitendag. "States of Exclusion : A Critical Systems Theory Reading of International Law." Kyoto University, 2020. http://hdl.handle.net/2433/258981.
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Greta, Bühring. "#DeleteFacebook and Hashtag Activism in a Perspective of Critical Discourse Analysis." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43818.
Abstract:
This thesis aims to conduct an in-depth study of the activism surrounding the #DeleteFacebook hashtag by applying Critical Discourse Analysis. By theorizing framing, digital colonialism, power relations, and antagonism, this thesis examines the qualitative analysis of 1.987 Tweets posted on Twitter between 20 February and 4 March 2021. This study identifies the key thematic content of these Tweets and then conducts an in-depth critical analysis. These questions will be addressed in the research: “What are the principle discourse typologies and their intertextual interpretation of hashtag activism #DeleteFacebook?”, “What were the key themes that emerged during the #DeleteFacebook hashtag movement?” and “How can we interpret the online engagement with #DeleteFacebook as hashtag activism?”. This thesis presents an analysis of #DeleteFacebook related Tweets through coding and then reveals an intertextual analysis of it, including the social context. Also, this study provides a thorough review of the related literature concerning the costs of connection, social movements, hashtag activism, and collective identity. Finally, it concludes with a discussion reflecting on the role of digital colonialism and the power of Facebook.
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Olschewski, Gerit Judith Rebekka. "Reconciliation: Reproducing the Status Quo? : A Critical Discourse Analysis on the Politics of Reconciliation in Canada." Thesis, Malmö universitet, Malmö högskola, Institutionen för globala politiska studier (GPS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18495.
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Herrell, Jasmyn. "Colonialism and Globalism in Two Contemporary Southern Appalachian Novels - Serena (2008) by Ron Rash, and Flight Behavior (2012) by Barbara Kingsolver." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/573.
Abstract:
In this essay, I investigate how the historic and current economic structures operating in Appalachia from the 1920s to the 2010s are represented in two contemporary Southern Appalachian novels – Serena (2008) by Ron Rash and Flight Behavior (2012) by Barbara Kingsolver. Through the lens of postcolonial theory, I show how Serena represents Appalachia as functioning under the colonial model outlined by Robert Blauner and Helen Mathews Lewis in 1978. Then, still under the theory of postcolonialism, I explore how Kingsolver’s work depicts regional identity in response to a post-colonial environment and the ever-expanding global economy.
20
Poonamallee, Latha. "FROM THE DIALECTIC TO THE DIALOGIC: GENERATIVE ORGANIZING FOR SOCIAL TRANSFORMATION – A COMPARATIVE CASE STUDY IN INDIA." online version, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1145044613.
21
Waara, Oskar. "Sustainable Development on Colonised Land : A Critical Discourse Analysis of the Sustainability of Wind-Power." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324544.
Abstract:
Sustainable development is major post of global and national political agendas, and notions of sustainability permeate whole societies. Sweden is heavily influenced by sustainable development which can be exemplified by the ambitious goal of fossil-free energy and the current phase of rapid wind-power developments. In the name of sustainability many of these wind-power turbines and parks are now placed in the northern regions of the country, but whether it is sustainable is questionable. The northern region is a colonised territory, and the colonial relations between the indigenous Sámi people and the non-indigenous population remains an unresolved area. It is a cause of grievance and continuous conflict over land-use in the north – by of which wind-power developments are a part of. Therefore, this thesis examine the discursive construct of sustainability, in terms of content and underlying power relations, when applied to wind-power in four north Swedish newspapers between 2009 and 2016. The thesis use discourse and media-sociological theories in order to understand the role of media texts in the social construction of knowledge and how knowledge is shaped by social realities and shaping the social interpretation of reality. To study discourses a qualitative method based on critical discourse analysis is employed with the aim of investigating contextual meaning derived from the relationship between the text and the surrounding society. The empirical material is subject to an inductive analysis that has much in common with a grounded theory approach, but which involves some deductive analytical elements derived from theory and previous research. The findings of this thesis is that there is no singular discursive construct of sustainability, but rather a multiplicity of perspectives that together form a general representation of how sustainability is perceived when applied to wind-power. However, the discourses were dominated by non-indigenous actors with a national perspective - such as political parties, government actors and the wind-power industry. They portrayed sustainability and wind-power as environmentally benign economic growth leading to societal development, but in doing so experiences of marginalisation, and sustainability perspectives of peripheral groups, were made invisible. The study did find indications of change in the discourses from 2012 in the sense that the perspective of dominant actors was increasingly challenged by Sámi reindeer herders and rural populations, but the discursive and practical impact of this change remains uncertain.
22
Lu, Tsung Che. "Constructing Taiwan: Taiwanese Literature and National Identity." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248416/.
Abstract:
In this work, I trace and reconstruct Taiwan's nation-formation as it is reflected in literary texts produced primarily during the country's two periods of colonial rule, Japanese (1895-1945) and Kuomintang or Chinese Nationalist Party (KMT) (1945-1987). One of my central arguments is that the idea of a Taiwanese nation has historically emerged from the interstices of several official and formal nationalisms: Japanese, Chinese, and later Taiwanese. In the following chapters, I argue that the concepts of Taiwan and Taiwanese have been formed and enriched over time in response to the pressures exerted by the state's, colonial or otherwise, pedagogical nation-building discourses. It is through an engagement with these various discourses that the idea of a Taiwanese nation has come to be gradually defined, negotiated, and reinvented by Taiwanese intellectuals of various ethnic backgrounds. I, therefore, focus on authors whose works actively respond to and engage with the state's official nationalism. Following Homi Bhabha's explication in his famous essay "DissemiNation," the basic premise of this dissertation is that the nation, as a narrated space, is not simply shaped by the homogenizing and historicist discourse of nationalism but is realized through people's diverse lived experience. Thus, in reading Taiwanese literature, it is my intention to locate the scraps, patches, and rags of daily life represented in a select number of texts that signal the repeating and reproductive energy of a national life and culture.
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Sabzalian, Leilani. "Beyond "Business as Usual": Using Counterstorytelling to Engage the Complexity of Urban Indigenous Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19715.
Abstract:
This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, challenges to an administrator’s “no adornment” policies for graduation, Native families’ negotiations of erasures embedded in practice and policy, and a Title VII program’s efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students’ experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the “survivance” of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students’ success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.
24
Zyto, Julia. "Turism under ansvar. : En kvalitativ studie om upplevelsen av att arbeta med CSR-frågor inom reseindustrin." Thesis, Linköping University, Department of Social and Welfare Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20827.
Abstract:
The focus of this essay is set on a number of processes that affect the challenges of the tourist trade, to be more precise – an analysis of the attitudes towards tourism and sustainability within this line of business – from an ethical and moral as well as social view. These issues are examined with reference to the concept of CSR (Corporate Social Responsibility). Thus, acquaintance with theories of social constructivism, post colonialism, globalisation and global civil society is essential in order to understand the analysed material. The essay is mainly based on the outcome of qualitative interviews with various kinds of persons working with CSR related questions. Another material source has been the websites of a number of tour operators. The method used is the critical discourse analyse. The material presents a few specific themes:
”Confusion of ideas”, ”The experience of being examined in your branch of business”, ”For whom is this any good – who cares?”, ”To feel involved and participate” and ”Co-operation – the right track to follow”. By giving emphasis to the complexity of the work concerning CSR issues related to the travel industry the author of this essay tries to increase the understanding of the challenges that face the tourist trade.
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Björkman, Milly, and Mi Ståhl. ""Jag mår bra, allt är perfekt" : En kritisk diskursanalys i hur Aftonbladet framställde en terrormisstänkt man." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52898.
Abstract:
The purpose of this study was to examine how the Swedish newspaper Aftonbladet portrayed a man who was a suspect of preparation of terrorist crimes, in articles published between 19th of November 2015 and the 23rd of Januari 2016. The aim was to get a deeper understanding of the portraiture of the person in question, and to point out existing discourses in the analysed material with the help of critical discourse analysis as explained by Norman Fairclough and his theories about identities, social representation and relations. Theories about social representation and postcolonialism were used as a springboard for the analysis. In the study we found two distinct discourses. The discourse for the period prior the man’s release was clearly influenced by denuniation and alienation, and the one found for the period after the man’s release were welcoming. Conclusions drawn from the study are that Aftonbladet portrays the man in a stereotypical manner, as well as legitimizes their own power of influence.
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Ximenes, Ana Karolina Pessoa Bastos. "Saberes ancestrais indÃgenas dos Tapebas de Caucaia-Ce.: contribuiÃÃes e diÃlogos com a educaÃÃo ambiental dialÃgica." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8349.
Abstract:
FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoA EducaÃÃo Ambiental DialÃgica busca a inserÃÃo dos saberes populares na construÃÃo de uma prÃxis crÃtica, reveladora de uma nova forma de conceber o conhecimento. Dessa forma, os indÃgenas, diante de sua tradiÃÃo cultural ancestral, mostram que tÃm muito a colaborar com a tessitura de prÃticas educativas ambientais. Nesta pesquisa tenho como objetivo discutir como os saberes ancestrais dos Tapeba de Caucaia (CE) podem contribuir e dialogar com a EducaÃÃo Ambiental DialÃgica. Nesse sentido, esta pesquisa nasceu com o propÃsito de colocar em cena e em relaÃÃes igualitÃrias as lÃgicas, prÃticas e modos culturais diversos de pensar, atuar e viver desse povo, de modo que possamos atentÃ-las de forma solidÃria. A pesquisa à qualitativa (MINAYO, 2007), de carÃter etnogrÃfico (GEERTZ, 2008). A maior coleta de dados se deu a partir da relaÃÃo, do estar com eles, dentro de suas realidades. Ainda assim, contei com a realizaÃÃo de entrevistas, narrativas orais e do CÃrculo DialÃgico (FIGUEIREDO, 2012), resultado da alianÃa entre o CÃrculo de Cultura proposto por Paulo Freire e o CÃrculo DialÃgico-Afetivo EcobiogrÃfico, sinteticamente chamado de CÃrculo EcobiogrÃfico, abordagem construÃda por Ferreira (2011). Paulo Freire està enraizado em todas as partes deste trabalho, por meio de suas contribuiÃÃes teÃricas e prÃticas. A EducaÃÃo Ambiental DialÃgica (FIGUEIREDO, 2007) toma para si os aportes deixados por esse autor e dialoga com a EducaÃÃo Ambiental CrÃtica para, assim, nascer de maneira sÃlida e sensÃvel ao cenÃrio educacional, social e polÃtico. A Perspectiva Eco-Relacional, desenvolvida por Figueiredo (2007), aponta para o horizonte da relaÃÃo afetiva com o ambiente. Ciampa (2004; 2005) deu preciosa contribuiÃÃo ao servir de suporte para a reflexÃo e entendimento sobre a questÃo da identidade. Por sua vez, AnÃbal Quijano (1993; 2005; 2010), Walsh (2008) e Figueiredo (2009; 2010) foram essenciais para a discussÃo acerca da colonialidade/descolonialidade. Jà para tratarmos a respeito da Interculturalidade CrÃtica, servimo-nos dos aportes deixados por Walsh (2008), Fleuri (1998), Figueiredo (2009b). Como contribuiÃÃo da Ancestralidade Tapeba para o fazer e o pensar em EducaÃÃo Ambiental DialÃgica, podemos dizer que os saberes ancestrais ultrapassam o entendimento de meros registros histÃricos e sÃo sentidos como guardiÃes da sabedoria de todo um povo, conotando, tambÃm, ensinamentos para a convivÃncia em grupo. Esses saberes revelam que o trato com o ambiente deve se dar de forma afetiva a partir do respeito, do cuidado e da valorizaÃÃo. AlÃm disso, a Ancestralidade Tapeba acredita numa relaÃÃo horizontal entre todos os elementos da natureza, na qual o amor à cultivado, sendo todos essenciais a uma vida em harmonia. O TorÃ, por sua vez, à um exemplo de coesÃo, organizaÃÃo dos participantes e sua conexÃo com a espiritualidade, fundamental para uma prÃtica educativa nesse Ãmbito. Os indÃgenas tÃm a sabedoria e a paciÃncia de acatar o tempo natural do ciclo da vida, esperando o melhor momento para realizar suas atividades de pesca, caÃa e plantio. AlÃm disso, ensinam a ter o ambiente como parceiro, demonstrando preocupaÃÃo com as geraÃÃes futuras.
Dialogic Environmental Education seeks to include indigenous values and knowledge in the construction of a critical praxis that reveals a new way of conceiving knowledge. In this manner, indigenous peoples, given their ancient cultural tradition, can contribute greatly to the fabric of environmental educational practices. In this thesis I discuss how the ancient knowledge of the Tapebas located in Caucaia (CE) can contribute and dialogue with Dialogic Environmental Education. In this manner, this research project was born out of the intent to apply egalitarian logical relations to diverse cultural practices and ways of thinking, acting, and living as a means of approaching these relations in a unified and supportive fashion. The research is both qualitative (MINAYO, 2007) and ethnographic (GEERTZ, 2008). For the most part, data collection occurred through the development of a relationship with the Tapebas, within their daily living conditions. At the same time, I also utilize interviews, narratives, and the âDialogic Circleâ (FIGUEIREDO, 2012), a juxtaposition of the Cultural Circle proposed by Paulo Freire and the Ecobiographical Affective-Dialogic Circle (a term frequently shortened to âEcobiographical Circleâ) (FERREIRA, 2011). This research project is indebted to Freireâs practical and theoretical contributions. Environmental Dialogic Education (FIGUEIREDO, 2007) not only utilizes his theoretical background, but it also dialogues with Critical Environmental Education in order to be accurately applied to a given socio-political and educational setting. The Eco-Relational Perspective developed by Figueiredo (2007) combines the affective relationship perspective with the environment. Ciampa (2004; 2005) has also made an important contribution by establishing the basis for reflecting and understanding the concept of identity. Additionally, AnÃbal Quijano (1993; 2005; 2010), Walsh (2008), and Figueiredo (2009; 2010) were of paramount importance to the discussion of coloniality/decoloniality. Finally, in order to approach Critical Interculturality, this study benefits from the theoretical background offered by Walsh (2008), Fleuri (1998), and Figueiredo (2009b). Ancestral Tapeba contributions regarding acting and thinking in Dialogic Environmental Education are essential for harmonious living in three ways. First, ancient knowledges go beyond mere historical registers and are stores of knowledge for an entire people; these different forms of knowledge also act as guidelines for community cooperation. Second, the Tapeba create an affective relationship with the environment stemming from respect, care, and valorization. Finally, Tapeba ancestry believes in a horizontal relationship between all elements of nature in which love is cultivated. In this context, the Torà ritual is an example of cohesion, participant organization, and spiritual connection, all essential values to such an educational practice. In addition to demonstrating patience and knowledge in daily activities such as fishing, hunting, and harvesting, the Tapebas teach us how to coexist with the environment by expressing concern with future generations.
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Hudspeth, Logan Matthew. "Rulers, Rhetoric, and Ray-Guns: A Post Colonial Look at 90's Alien Invasion Media." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1439.
Abstract:
This thesis opens discussion on American alien invasion films of the 90s as a self-critique, a reaction to being an imperial power at the end of the Cold War. The alien menace in these films is not the "other" but rather the U.S. itself being the colonizer or conqueror looking to expand its sphere of influence. Furthermore, it discusses how Presidential rhetoric in the films play a role in this postcolonial reading. Specific works studied are: Independence Day (1996), Mars Attacks! (1996), Babylon 5: In the Beginning (1998), and The Puppet Masters (1994).
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Lafferty, Janna L. "Plant Pedagogies, Salmon Nation, and Fire: Settler Colonial Food Utopias and the (Un)Making of Human-Land Relationships in Coast Salish Territories." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3863.
Abstract:
As knowledge about the constellating set of environmental and social crises stemming from the neoliberal global food regime becomes more pressing and popularized among US consumers, it has brought Indigenous actors asserting their political sovereignty and treaty rights with regards to their homelands into new collaborations, contestations, and negotiations with settlers in emerging food politics domains. In this dissertation, I examine solidarities and affinities being forged between Coast Salish and settler food actors in Puget Sound, attending specifically to how contested sovereignties are submerged but at play in these relations and how settler desires for belonging on and to stolen Indigenous lands animate liberal and radical food system politics.
The dissertation presents my ethnographic fieldwork in South Puget Sound over a period of 18 months with two related Coast Salish food sovereignty projects that brought Indigenous and settler food actors into weedy collaborations. One was a curriculum development project for Native and regional youth focused on the revitalization of Coast Salish plant landscapes, knowledge, pedagogies, and systems of reciprocity. The other was a campaign to counter the introduction of genetically engineered salmon into US food markets and coastal production facilities across the Western Hemisphere, which I situate within longstanding salmon-centered social and political struggles in Coast Salish territories in the context of Indigenous/settler-state relations. Throughout these engagements, I identified how multicultural, anti-racist, and anti-capitalist food movement frameworks share in common with neoliberal nature privatization schemes modes of disavowing the geopolitics of Indigenous sovereignty within the US settler state. The research reveals patterns in how Coast Salish food actors push back against the ways settler food actors are plugged into settler colonial governmentality. These insights, in turn, helped to make legible how inherited liberal mythologies of the nation-state and legal orders rooted in the doctrine of terra nulliuslimit the stakes of food system work in terms of inclusion and equality, and miss their collusion with structures that unmake the human-land relationships that Coast Salish people define as existential and (geo)political.
In my analysis, I engage Indigenous critiques of settler colonialism to complicate Marxian, Deleuzian, and Foucauldian analyses of North American alternative food politics, while doubling back to consider the ways the disavowal of ongoing Indigenous dispossession functions across these literatures and the social practices they influence, ultimately to consider how food-centered scholarship, environmentalism, and politics in North America stand to be transformed by what I argue is a Coast Salish ‘politics of refusal’. This project is unique in attending to how settler colonial theory, Indigenous critical theory, and Indigenous politics in North America enrich and complicate the literatures provincializing the Nature-Culture divide, as well as a largely Marxian and antiracist critical food studies literature. It contributes to settler colonial studies as a project of redefinition for the study of US politics and society while specifically bringing that interdisciplinary project into the ambit of North American critical food studies scholarship.
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Nyoni, Triyono Johan. ""It's the Englishness" : Bildung and Personality Forming as Postcolonial Criticism in Tsitsi Dangarembga’s Nervous Conditions." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95354.
Abstract:
Through a close reading of Tsitsi Dangarembga’s Nervous Conditions, this essay shows the key links between the novel and Frantz Fanon’s major works. In addition to providing a deeper understanding of Dangarembga’s narrative as a whole, it takes into particular consideration the embedded criticism of colonialism in the text. The psychological conditions implied by the title play a central role: the essay shows how these conditions relate to the colonial situation and how refusing to consent to subjugation can be understood as radical criticism of colonial, Christian, as well as patriarchal superstructures as well as forming clear opposition to the colonial institution. The analysis is primarily based on Fanon and his comprehension of other theorists. It also draws on the ideas of Homi K. Bhabha, which will provide an additional level of understanding regarding questions about colonial identities in general, and Dangarembga’s characters Tambu, Nyasha, and Babamukuru in particular.
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Stotesbury, John A. "Apartheid, liberalism and romance : a critical investigation of the writing of Joy Packer /." Doctoral thesis, Umeå (Sweden) : Umeå university, 1996. http://catalogue.bnf.fr/ark:/12148/cb36972376r.
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Nel, William Nico. "Developing a model of education support for the Khomani San School community." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1812_1307511654.
Abstract:
The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community?
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FARIAS, ?rsula Pinto Lopes de. "Para al?m do ?b?-a-ba?, ?B? de Brasil, ?A? de ?frica: rela??es ?tnico-raciais nos anos iniciais do ensino fundamental." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1718.
Abstract:
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2015 - ?rsula Pinto Lopes de Farias.pdf: 1548937 bytes, checksum: 4f6a83d383cef67926cd9364af30bc4a (MD5)Made available in DSpace on 2017-05-31T18:49:19Z (GMT). No. of bitstreams: 1 2015 - ?rsula Pinto Lopes de Farias.pdf: 1548937 bytes, checksum: 4f6a83d383cef67926cd9364af30bc4a (MD5) Previous issue date: 2015-03-27
CAPES
The teaching of african and african-brazilian history and culture became obligatory in Brazil as of promulgation of Law n? 10.639/2003, result of coordinated action of black social movements that gained strenght in post-military dictatorship in the country. The present dissertation talks about the implementation of the reffered law in the city of Belford Roxo, localted in the Metropolitan area of Rio de Janeiro, with a specific angle to the early years. The principal objective of the search was analyze the position of the elementar school teachers (1? to 5? of elementar school), of public schools of Belford Roxo, in relation to ethnic and racial issues, as signaling the Law n? 10.639/2003. For that was analyzed the documents relating to the implementation activities of legislation in the city and the curriculum proposal. Beyond this documental analysis, two managers responsible for the implementation of the legislation, and fifteen early years teachers were interviewed, with a semi-structured questions technique. The collected data analysis was based on the theoretical framework structured on the position of authors which discuss about the relation between Modernity and Coloniality, and a critic interculturality. The search revealed that eurocentric point of the world interfere on the choices about the contentes, african history and the brazilian black people; Only after the law promulgation above, the early years teachers began to pay attention to the ethnic-racial relations and to the african continent and black people in our country history; the lack of formation and information, the racis and the religious prejudice are the main problems to the law implementation. Beyond these results, also it became evident the inductive role of the municipal board of education for the treatment of the issue. Although this role, the relationship with teachers, for the implementation of public policies on education, is weak and shows that it is far from democratic, because the teacher doesn?t participate in the discussion and implementation process, relegated him the executor role. So many questions were made in the course of this research and shows that others need to be made to we?ll understand the impact of the Law n?10.639/2003 on the brazilian education in all instances.
O ensino de hist?ria e cultura africana e afro-brasileira tornou-se obrigat?rio no Brasil a partir da promulga??o da Lei n? 10639/2003, fruto da articula??o dos movimentos sociais negros que ganharam for?a no per?odo p?s-ditadura militar no pa?s. A presente disserta??o trata da implementa??o da referida lei no munic?pio de Belford Roxo, localizado na regi?o metropolitana do Rio de Janeiro, com um olhar espec?fico para os anos iniciais. O objetivo principal da pesquisa foi analisar o posicionamento dos professores e professoras dos anos iniciais do ensino fundamental (1? ao 5? ano do ensino regular), da rede municipal de Belford Roxo, em rela??o as quest?es ?tnico-raciais, conforme sinaliza a Lei n? 10.639/2003. Para isso foram analisados documentos referentes ?s atividades de implementa??o da legisla??o no munic?pio e a Proposta Curricular. Al?m dessa an?lise documental dois gestores respons?veis pela implementa??o da legisla??o, em dois governos distintos, responderam a um question?rio semifechado, e foram entrevistados quinze docentes dos anos iniciais, com um instrumento de quest?es semiestruturadas, A an?lise dos dados coletados foi feita com base no referencial te?rico estruturado no posicionamento de autores que discutem a rela??o da Modernidade com a Colonialidade, e a interculturalidade cr?tica. A pesquisa revelou que uma vis?o euroc?ntrica do mundo interfere na escolha de conte?dos e na interpreta??o da hist?ria da ?frica e do negro no Brasil; somente a partir da promulga??o da lei supracitada, os docentes dos anos iniciais come?aram a atentar para as rela??es ?tnico-raciais e para a hist?ria do continente africano e dos negros em nosso pa?s; a falta de forma??o e informa??o, o racismo e o preconceito religioso s?o os principais problemas para a implementa??o da lei. Al?m desses resultados, tamb?m ficou evidente o papel indutor da secretaria municipal de educa??o para o tratamento dado a quest?o. Apesar desse papel, a rela??o com os docentes, para a implementa??o de pol?ticas p?blicas de educa??o, ? fr?gil e demonstra que est? longe de ser democr?tica, pois o docente n?o participa do processo de discuss?o e implementa??o, ficando a ele relegado o papel de executor. Muitas quest?es foram colocadas no decorrer dessa pesquisa e indicam que outras precisam ser feitas para entendermos o impacto da Lei n? 10639/2003 na educa??o brasileira em todas as suas inst?ncias.
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Beltran, Carlos José Beltrán. "“O CRISTO AFOGADO: UMA NÃO-CRISTOLOGIA” RELIGIÃO, LITERATURA E PÓS-COLONIALISMO." Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1571.
Abstract:
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation seeks to deepen a crisis within theological liberation perspectives starting from postcolonial discourse. Liberation theology had promoted a profound revolution in third world theological studies since 1970. To continue this revolution we will read Gabriel Garcia Marquez “El ahogado más hermoso del mundo” (1968), analizing and assessing its cultural and political strategies. In order to accomplish this task we need to go beyond the secular/religious binary vision that divides the world into religious and non religious ideas/practices. We need a unified vision that comprehends the worldliness of those realities categorized as “religious” as well as those categorized as “non-religious”. Theology and Religious Studies, as the scientific discourse dealing with the economy of the exchange within world visions, practices and consciousness marked by a certain inherent mystery, have a fundamental roll in comprehending, evidencing, articulating and making available these cultural forces. The perception of existing symbols related to Jesus-Christ within this story gave us a path for the analyses, although we were not caught up within the disciplinary constraints implied in christological thinking. At the same time, there were no possibility of leaving untouched the imperial/colonial relation inherent to images and discourses on Jesus-Christ. We therefore build up a theoretical structure that could explicit the values, gestures and worldly horizons of GarcíaMárquez’s literary writing, being Christological or non Christological. We looked forward the destabilization of traditional frameworks of Theology and Religious Studies; destabilization of GarcíaMárquez writing as literature; and destabilization of the colonial/imperial geography which postulates the fictional realism of territories such us “Latin America”. We opened up a theoretical space that reads the story as a “non-christology”, displacing the disciplinary and classificatory imprisonment of the elements involved in the analysis. Critical works of Edward Said, Homi Bhabha and GayatrySpivak, as well as the critical works of Asian, African and Latin American feminist theologians shall enunciate the political emancipatory scenario that we will denominate theological secular criticism.
O objetivo dessa tese é aprofundar, a partir do discurso pós-colonial, uma crise na perspectiva teológica da libertação. Esta promoveu, na década de 1970, uma reviravolta nos estudos teológicos no terceiro mundo. Para tanto, leremos um conto de Gabriel García Márquez chamado “El ahogado más hermosodel mundo” (1968) analizando e avaliando as estratégias políticas e culturais ali inscritas. Para levar a frente tal avaliação é preciso ampliar o escopo de uma visão que divide o mundo em secular/religioso, ou em ideias/práticas religiosas e não religiosas, para dar passo a uma visão unificada que compreende a mundanalidade, tanto do que é catalogado como ‘religioso’ quanto do que se pretende ‘não religioso’. A teologia/ciências da religião, como discurso científico sobre a economia das trocas que lidam com visões, compreensões e práticas de mundo marcadas pelo reconhecimento do mistério que lhes é inerente, possuem um papel fundamental na compreensão, explicitação, articulação e disponibilização de tais forças culturais. A percepção de existirem elementos no conto que se relacionam com os símbolos sobre Jesus/Cristo nos ofereceu um vetor de análise; entretanto, não nos deixamos limitar pelos grilhões disciplinares que essa simbologia implica. Ao mesmo tempo, esse vínculo, compreendido desde a relação imperial/colonial inerente aos discursos e imagens sobre Jesus-Cristo, embora sem centralizar a análise, não poderia ficar intocado. Partimos para a construção de uma estrutura teórica que explicitasse os valores, gestos, e horizontes mundanos do conto, cristológicos e não-cristológicos, contribuindo assim para uma desestabilização dos quadros tradicionais a partir dos quais se concebem a teologia e as ciências da religião, a obra de García Márquez como literatura, e a geografia imperial/colonial que postula o realismo ficcional de territórios como “América Latina”. Abrimos, assim, um espaço de significação que lê o conto como uma “não-cristologia”, deslocando o aprisionamento disciplinar e classificatório dos elementos envolvidos na análise. O discurso crítico de Edward Said, Homi Bhabha e GayatriSpivak soma-se à prática teórica de teólogas críticas feministas da Ásia, da África e da América Latina para formular o cenário político emancipatório que denominaremos teologia crítica secular.
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Cannerstad, Kim. "Transmedicalism : A critical discourse analysis on transnormativity in online discussion websites and publishing platforms." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85924.
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Ikobwa, James Meja Lusava. "Gedachtnis und Genozid im zeitgenossischen historischen Afrika-Roman." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79894.
Abstract:
Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Remembrance and Genocide in the Contemporary German historical Africa-Novel In view of the role that literature plays in the remembrance of the Holocaust and in consideration of postcolonial approaches to interpreting the present in relation to the past, this study investigates the questions of remembrance and genocide in the contemporary German historical novel set in Africa. For this purpose, five historical novels will be analyzed. Three of them portray the colonial extermination of the Herero and Nama in German South-West Africa (1904-1907). These are: Gerhard Seyfried’s Herero (2003), Jürgen Leskien’s Einsam in Südwest (1991) and Uwe Timm’s Morenga (1978). The other two novels, Lukas Bärfuss’ Hundert Tage (2008) and Hans Christoph Buch’s Kain und Abel in Afrika (2001) deal with the Rwanda genocide of 1994 and its aftermath. Except for Jürgen Leskien’s Einsam in Südwest, the other novels have been analyzed before, but not from the perspective of ‘literary witnessing to genocide’, as this study will show. Using theoretical approaches of cultural and social memory studies as conceptualized by Jan and Aleida Assmann and adapted by other theorists, the study aims to assess the capacity of the novels as sites of memory. The textual analysis separately explores the question of genocide and that of remembrance and then links the two in a threefold manner. Firstly, it will be shown that genocide results in a myriad of memory constellations which correspond to the different participants’ need to come to terms with their actions and situations e.g. trauma on the part of the victims, guilt on the part of the aggressors and bystanders etc. Secondly, in this study the two genocides in Rwanda and Namibia open up the question of their relation to the Holocaust. It will be shown how the three genocides could be connected by investigating structural aspects, continuities and participants’ constellations. Generally, the fictionalized history this study explores is written from the perspective of guilt and trauma memory. The third aspect of this study will take into consideration recent debates about the German memory culture, including discussions about colonial history, focussed on the institutionalized atrocities committed against inhabitants of colonized territories in Southwest Africa and their claim for compensation. These discussions bring into focus the need to come to terms with an unresolved past, and the possible role of literature in this regard. By analyzing the selected novels, this study will explore the above considerations against the interpretations of historical occurrences as (re)constructed in the narrations. This study’s point of departure is that the historical Africa-Novel functions as an archive of memories of historical events that inspired their writing. The texts will be analysed as performing memory, incorporating memory, interpreting memory and revitalising historical consciousness.
AFRIKAANSE OPSOMMING: Herinnering en Volksmoord in die kontemporêre Duitse historiese Afrika-roman In die lig van die rol wat letterkunde speel in die herinnering aan die Holocaust en met inagneming van postkoloniale benaderings tot die interpretasie van die hede in verhouding tot die verlede, stel hierdie studie ondersoek in na die vrae rondom herinnering en volksmoord in die kontemporêre Duitse historiese roman wat in Afrika afspeel. Vir hierdie doel sal vyf historiese romans geanaliseer word. Drie daarvan beeld die koloniale uitdelging van die Herero en die Nama in Duits-Suidwes-Afrika (1904-1907) uit. Hierdie romans is Gerhard Seyfried se Herero (2003), Jürgen Leskien se Einsam in Südwest (1991) en Uwe Timm se Morenga (1978). Die ander twee romans, Lukas Bärfuss se Hundert Tage (2008) en Hans Christoph Buch se Kain und Abel in Afrika (2001) handel oor die 1994 Rwanda volksmoord en die nasleep daarvan. Met die uitsondering van Jürgen Leskien se Einsam in Südwest is al die ander romans reeds voorheen geanaliseer, maar nie vanuit die perspektief van ‘letterkunde as getuie tot volksmoord’ nie, soos wat in hierdie studie aangetoon sal word. Deur die toepassing van kulturele en sosiale herinneringstudies soos gekonseptualiseer deur Jan en Aleida Assmann en aangepas deur ander teoretici, is dit die doel van hierdie studie om vas te stel tot watter mate hierdie romans optree as plekke van herinnering. Die tekstuele analise ondersoek die kwessies van volksmoord en herinnering afsonderlik en voeg dit dan saam op ’n drievoudige manier. Eerstens sal daar getoon word dat volksmoord lei tot tallose herinneringskonstellasies wat ooreenstem met die verskillende deelnemers se behoefte om hulle te berus by hulle aksies en situasies, byvoorbeeld trauma aan die kant van die slagoffers en skuld aan die kant van die aanvallers en omstanders, ens. Tweedens, in hierdie studie oor die volksmoorde in Rwanda en Namibië, kom die vraag na die Joodse volkslagting na vore. Daar sal getoon word hoe hierdie drie volksmoorde verbind kan word deur ondersoek in te stel na strukturele aspekte, kontinuïteit en deelnemers se konstellasies. Die gefiksionaliseerde geskiedenis wat in hierdie studie ondersoek word is oor die algemeen geskryf vanuit die perspektief van skuld- en traumaherinnering. Die derde aspek van hierdie studie neem onlangse debat in ag wat handel oor die Duitse herinneringskultuur. Dit sluit in besprekings oor koloniale geskiedenis wat fokus op die geïnstitusionaliseerde gruweldade gepleeg teen inwoners van gekoloniseerde grondgebiede in Suidwes-Afrika en hulle eis vir vergoeding. Hierdie besprekings neem die behoefte om die onopgeloste verlede te aanvaar onder die loep, asook die moontlike rol wat letterkunde kan speel in hierdie verband. Deur die analise van die gekose romans sal hierdie studie bogenoemde oorwegings ondersoek in die lig van verskillende interpretasies van historiese gebeure soos ge(re)konstrueer in die vertellings. Die vertrekpunt van hierdie studie is dat die historiese Afrika-roman funksioneer as ‘n argief vir herinneringe aan die historiese gebeure wat die skryf daarvan geïnspireer het. Die tekste sal geanaliseer word as uitvoering van herinnering, inkorporasie van herinnering, interpretasie van herinnering en die proses om nuwe lewe te blaas in historiese bewustheid.
36
Swain, Stacie A. "Armed with an Eagle Feather Against the Parliamentary Mace: A Discussion of Discourse on Indigenous Sovereignty and Spirituality in a Settler Colonial Canada, 1990-2017." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36887.
Abstract:
Canada 150, or the sesquicentennial anniversary of Confederation, celebrates a nation-state that can be described as “settler colonial” in relation to Indigenous peoples. This thesis brings a Critical Religion and Critical Discourse Analysis methodology into conversation with Settler Colonial and Indigenous Studies to ask: how is Canadian settler colonial sovereignty enacted, and how do Indigenous peoples perform challenges to that sovereignty? The parliamentary mace and the eagle feather are conceptualized as emblematic and condensed metaphors, or metonyms, that assert and represent Canadian and Indigenous sovereignties. As a settler colonial sovereignty, established and naturalized partially through discourses on religion, Canadian sovereignty requires the displacement of Indigenous sovereignty. In events from 1990 to 2017, Indigenous people wielding eagle feathers disrupt Canadian governance and challenge the legitimacy of Canadian sovereignty. Indigenous sovereignty is (re)asserted as identity-based, oppositional, and spiritualized. Discourses on Indigenous sovereignty and spirituality provide categories and concepts through which Indigenous resistance occurs within Canada.
37
Frechette, Mariel. "Danger in Deviance: Colonial Imagery and the Power of Indigenous Female Sexuality in New Spain." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/210.
Abstract:
The primary objective of this work is to understand the importance of the indigenous, female body in early New Spain through the study of visual media from the first two centuries of colonization: specifically looking at illustrations from Book 10 (of 15) in the Florentine Codex and images of indigenous Christian wedding ceremonies such as the painted folding screen Indian Wedding and a Flying Pole (c.1690). I argue through visual, theoretical and historical analysis that regulating indigenous female sexuality was a critical component to in the creation of colonial New Spain and that imagery played an essential role in this regulatory process.
38
Nkalubo, Arthur. "A Marxist Reading Of Things Fall Apart In The Esl Classrom : Exploring Colonial Socio-economic Exploitation in the Nigerian Context." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45721.
Abstract:
This thesis aims to explore how a critical reaading of the novel Things Fall Apart (1958) can provide valuable perspective for educators and students when examining socio-economic issues in a colonial context in the ESL classroom. The main issues being analysed are how the novel reveals and explores socio-economic forms of exploitation under colonialism, and how a critical reading of the novel can be used in teaching to inform and persuade learners about social injustices. To show this, the essay examines the novel from a marxist perspective, and more specifically by drawing on the concept of primitive accumulation to understand and explain the changes brought about by the introduction of colonial rule. The changes in this context include the Igbo community's relation to land, its socio-economic and cultural aspects as well as the introduction of trade. The discussion and analysis of the novel centre on social injustices due to land expropriation, breakdown of traditional values and customs, and economic changes brought about by the arrival of Europeans in the context of colonialism. Expanding on this, the essay also reflects on the pedagogical implications of its arguments by showing how a critical reading of Things Fall Apart might provide an opportunity for teachers to underline issues of social injustice, material, and economic forms of exploitation under colonialism and beyond. This literary analysis also discusses and reflects on the practical challenges and possibilities of teaching such issues in the ESL classroom by using the concept of critical literacy.
39
Nkalubo, Arthur E. "A Marxist Reading Of Things Fall Apart In The Esl Classrom : Exploring Colonial Socio-economic Exploitation in the Nigerian Context." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45721.
Abstract:
This thesis aims to explore how a critical reading of the novel Things Fall Apart (1958) can provide valuable perspective for educators and students when examining socio-economic issues in a colonial context in the ESL classroom. The main issues being analysed are how the novel reveals and explores socio-economic forms of exploitation under colonialism, and how a critical reading of the novel can be used in teaching to inform and persuade learners about social injustices. To show this, the essay examines the novel from a marxist perspective, and more specifically by drawing on the concept of primitive accumulation to understand and explain the changes brought about by the introduction of colonial rule. The changes in this context include the Igbo community's relation to land, its socio-economic and cultural aspects as well as the introduction of trade. The discussion and analysis of the novel centre on social injustices due to land expropriation, breakdown of traditional values and customs, and economic changes brought about by the arrival of Europeans in the context of colonialism. Expanding on this, the essay also reflects on the pedagogical implications of its arguments by showing how a critical reading of Things Fall Apart might provide an opportunity for teachers to underline issues of social injustice, material, and economic forms of exploitation under colonialism and beyond. This literary analysis also discusses and reflects on the practical challenges and possibilities of teaching such issues in the ESL classroom by using the concept of critical literacy.
40
Myte, Lina, and Markus Lindh. "Ett flytande paradis? : En studie om hur tropiska öar framställs i svenska resemagasin." Thesis, University of Kalmar, School of Communication and Design, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2598.
Abstract:
This is a study about how Swedish travel magazines write about tropical islands with a history of colonization. The study investigates how the islands of Mauritius, the Seychelles, Haiti, the Maldives, the Dominican Republic, Aruba, Zanzibar and Guadeloupe are being portrayed in four Swedish travel magazines.
Travel articles published in the travel magazines Vagabond, Allt om Resor, Res and Escape 360° during the period January 2004 to December 2009 have been analyzed through critical discourse analysis.
The study concludes that the travel magazines tend to idealize and aestheticize the tropical islands. The islands are being presented as paradises on earth. They are described as fairy tales, magical, dreams and as playgrounds for Westerners. The inhabitants of the tropical islands are being judged by how well they attend to the tourists’ needs and wishes. The inhabitants are presented as unreliable, while the tourists are presented as reliable. The inhabitants are also being portrayed as childish, exotic and primitive.
Theories about how old colonial ways of thinking continue to flourish in travel journalism are being used to give depth to the findings of the study.
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Tarquini, Valentina. "I folli in cammino : saggio sulle rappresentazioni e i significati della figura del folle nelle letterature dell'Africa nera, francofone e anglofone, dalle indipendenze ai giorni nostri." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC011.
Abstract:
La récurrence de la figure du fou errant dans le roman d’Afrique noire suscite bien des questionnements sur les raisons de sa mise en oeuvre dans l’époque tumultueuse des prétendues indépendances. Cette étude couvre un laps de temps allant des années 1950 à la première décennie du nouveau siècle ; et elle inclut les textes narratifs francophones et anglophones en vue de fournir une vue d’ensemble permettant de retracer l’évolution de la représentation du fou d’un point de vue diachronique. L’étude typologique de fous errants précède une analyse du discours dans le texte littéraire focalisée sur trois niveaux : le plan de l’énonciation,celui des techniques romanesques et le plan du langage de l’imaginaire. Il en résulte un dynamisme évoquant l’emprise du fou sur les trois instances du discours, d’où l’hypothèse du fou comme étant une figure de médiation dans les différents domaines de la société : médiateur spirituel et religieux ; interlocuteur intermédiaire avec l’autorité institutionnelle ; et enfin dispositif médian en littérature, aussi bien dans la pratique scripturale que dans l’institution littéraire. Le caractère marginal du fou dans la société et l’élan réformateur qu’il assume à l’époque contemporaine, font de lui un outil cognitif capable de créer un nouveau code littéraire et d’articuler le discours africain en quête d’autonomie. Les mêmes caractéristiques marquent en outre le statut des oeuvres africaines et du romancier dans la situation actuelleThe recurrence of wandering madmen and fools in the black African novel raises many questions about the reasons behind its implementation during the so-called independences. This study covers a time span ranging from the 1950s to the first decade of 2000. It includes Francophone and Anglophone fiction in order to gain an overview that allows one to observe an evolution in the representation of the fool with a diachronic perspective. The typological study of wandering fools precedes the discourse analysis in the literary texts, focusing on three levels: speech, narrative procedures and imagery. It fallows that the fool’s dynamism recalls his impact on the three modes of discourse. This leads to a hypothesis that he is a figure of mediation in many areas of society, being a spiritual and religious mediator, an intermediary to institutions of authority,and even an intermediary in literature, both in writing and in the literary institution. The social marginalization of the fool and the reformist zeal he takes in contemporary times, make him an instrument of knowledge that can create a new literary code and articulate the African discourse in its quest for autonomy. Moreover, these features mark the social status both of African works and of the novelist in the literary scene
La ricorrenza della figura del folle in cammino nel romanzo dell’Africa nera suscita numerosi interrogativi sulle ragioni della sua messa in opera nell’epoca turbolenta delle cosiddette indipendenze. Lo studio abbraccia un arco temporale che va dagli anni ’50 al primo decennio del 2000 e comprende la narrativa francofona ed anglofona al fine di ricostruire una panoramica che permetta di tracciare l’evoluzione della rappresentazione del folle sul piano della diacronia. A uno studio tipologico di folli erranti segue l’analisi del discorso nel testo letterario che si focalizza su tre piani: quello dell’enunciazione, quello dei procedimenti narrativi e quello del linguaggio dell’immaginario. Ne risulta un dinamismo che evoca il dominio del folle sulle tre istanze del discorso, da cui l'ipotesi del folle come una figura di mediazione nei diversi ambiti della società : mediatore spirituale e religioso ; interlocutore intermediario con l’autorità istituzionale ; infine strumento mediano in letteratura, tanto nella pratica della scrittura quanto nell’istituzione letteraria. Ilcarattere marginale del folle nella società e lo slancio riformista che egli assume nella contemporaneità, fanno di lui uno strumento conoscitivo in grado di creare un nuovo codice letterario e di articolare il discorso africano in cerca di autonomia. Le stesse caratteristiche segnano lo statuto delle opere africane e del romanziere nello scenario attuale
42
Silva, Meyre Ivone Santana da. "Reinventando identidades: gênero, raça e nação na literatura de A.A.Aidoo." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/13034.
Abstract:
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This paper intends to analyse the African female literary expression as a significant contribution to an alteration in the literary scenario of the Anglophone African countries. African female writers works contribute to the process of history rewriting and the reconstruction of female images in the African societies. Ama ata Aidoo is one these women writers that contribute to the development of an african feminist theory. African feminists fight against neocolonial powers and tradional structures that constitute some mountains to women lives
Este trabalho pretende analisar a expressão literária feminina africana como contribuição significativa para uma alteração no panorama da literatura dos países africanos de expressão inglesa. As obras destas escritoras contribuem para o processo de reescritura da história e reconstrução da imagem das mulheres nas sociedades africanas. Ama Ata Aidoo é uma destas mulheres que contribuem para a formulação de uma teoria feminista africana. As femininstas africanas lutam contra os poderes neocoloniais e as estruturas tradicionais que funcionam como montanhas na vida das mulheres
43
Valandro, Leticia. "A difícil Mistida guineense : nação e identidade da Guiné-Bissau através da triologia de Abdulai Sila." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/34691.
Abstract:
Após mais de cinco séculos de dominação e exploração portuguesa, a Guiné-Bissau, pequeno país localizado na costa ocidental da África, assume a difícil tarefa de constituir-se como nação e, dessa forma, forjar sua identidade nacional. Acreditando que a literatura apresente papel singular em tal engenho, o presente trabalho busca, através da trilogia do autor do primeiro romance nacional, Abdulai Sila, analisar como essas complexas construções vêm-se alicerçando e erguendo. Os romances A Última Tragédia (1995), Eterna Paixão (1994) e Mistida (1997), por tratarem de diferentes períodos do território em questão, da colonização ao pós-independência, possibilitam uma análise abrangente e elucidativa, além de lançarem mão da esperança como característica principal, indo de encontro à difícil realidade do pós-independência. As ideias, sobretudo, de Homi Bhabha, Edward Said e Stuart Hall, a respeito de cultura, nação, identidade, pós-colonialismo, constituem o cerne teórico e analítico dessa dissertação. Sob a óptica dos Estudos Culturais, por meio do entrecruzamento entre o discurso histórico e ficcional, o hibridismo pressuposto faz-se nítido. Às riquezas e belezas da cultura africana, expressas pelas diversas e diferentes etnias, unem-se aspectos culturais lusos, assim como elementos advindos e consequentes da realidade global e interconectada do mundo contemporâneo. Assim, a nação e a identidade guineense, ainda em processo de construção, já deixam entrever sua característica híbrida, em que o tradicional e o moderno conjugam-se e entrelaçam-se igualmente.After more than five centuries of portuguese domination and exploration, the Guinea-Bissau, small country located in the occidental coast of Africa, assumes the difficult task to constitute itself as nation and, in this way, to forge its national identity. Believing that literature presents singular paper in such device, the present work searches, through the author‟s trilogy of the first national romance, Abdulai Sila, to analyze how these complex constructions are founded. The romances A Última Tragédia (1995), Eterna Paixão (1994) e Mistida (1997), for dealing with different periods of the territory in question, from colonization to post-independence, they make possible an including and elucidative analysis, beyond making use of hope as main characteristic, opposing to the difficult reality of post-independence. The analytical and theoretical core of this dissertation is constituted by the Homi Bhabha, Edward Said and Stuart Hall‟s ideas about nation, identity and post-colonialism. Through the point of view of the Cultural Studies, crossing historical speech and ficcional speech, the supposed hybridism becomes clear. To the wealth and beauties of the African culture, expressed by the ethnic differences, portuguese cultural aspects are joined, as well as consequents elements of the global reality of the contemporary world. Thus, the nation and the identity of Guinea-Bissau, still in construction process, allow already to see its hybrid characteristic, where the traditional and the modern are equally conjugated and interlaced.
44
Burgess, Rachel. "Dementure." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1289927073.
45
Bundu, Malela Buata. "L'Homme pareil aux autres: stratégies et postures identitaires de l'écrivain afro-antillais à Paris, 1920-1960." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210803.
Abstract:
Cette étude porte sur le fait littéraire afro-antillais de l’ère coloniale (1920-1960). Il s’agit d’examiner les stratégies des agents à partir des cas de René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant et Mongo Beti et de percevoir comment ils se définissent leur identité littéraire et sociale.Pour ce faire, notre démarche s’articule en deux temps :(1) examiner les conditions de possibilité d’un champ littéraire afro-antillais à Paris (colonisation française et ses effets, configuration d’un champ littéraire pré-institutionnalisé, etc.) ;(2) analyser les processus de consolidation du champ, ainsi que les luttes internes qui opposent deux tendances émergentes représentées d’abord par Senghor et Césaire, ensuite par Beti et Glissant, dont les prises de position littéraires mettent en œuvre des « modèles empiriques » ;ceux-ci régulent et unifient leurs rapports au monde et à l’Afrique.
This study relates to afro-carribean literature in colonial period (1920-1960). We want to examine the strategies of agents like René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant and Mongo Beti ;and we want to understand how they invente literary and social identity.
Our approach is structured in two steps: we shall analyse (1) the conditions for an afro-carribean literary field to appear in Paris (french colonialism and its consequences, configuration of literay field.) ;(2) the consolidation of this field and the internal struggles between two tendances represented by Senghor and Césaire, by Glissant and Beti whose literary practice shows the “empirical model” that regularizes and consolidates their relation with the world and Africa.
Doctorat en philosophie et lettres, Orientation langue et littérature
info:eu-repo/semantics/nonPublished
46
Habel, Chad Sean, and chad habel@gmail com. "Ancestral Narratives in History and Fiction: Transforming Identities." Flinders University. Humanities, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20071108.133216.
Abstract:
This thesis is an exploration of ancestral narratives in the fiction of Thomas Keneally and Christopher Koch. Initially, ancestry in literature creates an historical relationship which articulates the link between the past and the present. In this sense ancestry functions as a type of cultural memory where various issues of inheritance can be negotiated. However, the real value of ancestral narratives lies in their power to aid in the construction of both personal and communal identities. They have the potential to transform these identities, to transgress natural boundaries and to reshape conventional identities in the light of historical experience.
For Keneally, ancestral narratives depict national forbears who narrate the nation into being. His earlier fictions present ancestors of the nation within a mythic and symbolic framework to outline Australian national identity. This identity is static, oppositional, and characterized by the delineation of boundaries which set nations apart from one another. However, Keneallys more recent work transforms this conventional construction of national identity. It depicts an Irish-Australian diasporic identity which is hyphenated and transgressive: it transcends the conventional notion of nations as separate entities pitted against one another. In this way Keneallys ancestral narratives enact the potential for transforming identity through ancestral narrative.
On the other hand, Kochs work is primarily concerned with the intergenerational trauma causes by losing or forgetting ones ancestral narrative. His novels are concerned with male gender identity and the fragmentation which characterizes a self-destructive idea of maleness. While Keneallys characters recover their lost ancestries in an effort to reshape their idea of what it is to be Australian, Kochs main protagonist lives in ignorance of his ancestors life. He is thus unable to take the opportunity to transform his masculinity due to the pervasive cultural amnesia surrounding his family history and its role in Tasmanias past.
While Keneally and Koch depict different outcomes in their fictional ancestral narratives they are both deeply concerned with the potential to transform national and gender identities through ancestry.
47
Lechaba, Leshaba Tony. "Textual analysis of selected articles from "The Thinker" magazine (2010-2016)." Diss., 2019. http://hdl.handle.net/10500/26314.
Abstract:
This study investigates the representation of post-apartheid discourses and decolonial messages of The Thinker magazine. It further examines how the magazine in question confronts and negotiates the aftermath of apartheid and coloniality. Particularly, the nature of these discourses and narratives in the context of a new dispensation in South Africa. South Africa experienced the brunt of apartheid and it is currently still grappling with the condition of coloniality. The latter manifests itself into the dimensions of power, knowledge and being. For this reason, a de-linking option from coloniality and apartheid becomes imperative if a new consciousness, liberatory trajectory and social justice are to be attained. Accordingly, the study sought to determine whether African Renaissance could be used as a de-linking tool/option. Taking into account The Thinker‘s messages from the year 2010 to 2016, the study examines whether the magazine promotes a decolonisation narrative. The study sought to provide a contribution to knowledge insofar as discourses of decoloniality and social justice in South Africa are concerned. The study employs a cultural studies lens, in particular, the principle of radical contextualism and Steward Hall’s model of articulation. Cultural studies was used because of its transdisciplinary/interdisciplinary and flexible approach to social phenomenon under study. A mixed-methods approach in the form of a sequential transformative design was employed, however, the qualitative aspect (thematic analysis) was prioritised as dictated by the research question and objectives. It was proven in this study that quantitative elements can be applied successfully within a decolonial inquiry. Hence, the methodological contribution of the study in that regard. The study found that The Thinker highlights the continuation of the atrocities of coloniality and apartheid in post-apartheid South Africa. It is thus suggested by the text that a decolonial trajectory and thinking is needed given the aftermath of apartheid and the condition of coloniality. Furthermore, African Renaissance can be used to reaffirm and repudiate the dominant discourses of coloniality and apartheid if employed authentically by its proponents. However, the text points out the challenges that may hinder the processes of decolonization and liberation such as the self-serving and corrupt leadership that perpetuate the status quo at the expense of the interests of the people.Communication Science
M.A. (Communication)
48
Kunda, M. "The Politics of imperfection: The critical legacy of surrealist anti-colonialism." Thesis, 2010. https://eprints.utas.edu.au/10817/1/front-Kunda.pdf.
Abstract:
This thesis addresses the Surrealists’ anti-colonialism, arguing that the Surrealist
movement held a resolute line of political commitment that preceded and outran its
relation to Communism. This is a more positive view of Surrealism’s engagement
with politics than has been evident in much scholarly writing.
Earlier post World War II accounts of the Surrealist movement, influenced by
Marxism, foregrounded its torturous attempt to marry its energies with the French
Communist Party, and dismissed it as a failed avant-garde that lapsed into mere style
by the mid-to-late 1930s. A more recent ‘cultural studies’ lens, informed by
feminism, inflected with post-structuralism and shaped by post-colonial studies,
permits a broader view. Yet some commentators who take their cue from newer
disciplinary influences are, in their own ways, censorious of Surrealism’s
appropriation of non-European cultural artefacts, positing a conflict between the
movement’s visual praxis and its anti-colonial stance. By contrast, this thesis argues
that the stylistic experimentation engaged in by the Surrealists – a range of collagemontage,
appropriation, détournement and display strategies – were means for
exploding received ideas about colonialism, societal evolution and race; ideas that
justified cultural imperialism. Some art historical writings contribute to such a view.
Through an examination of the tracts, poems and objects that engage with issues of
colonialism and ‘the cultural other’, this thesis aims to demonstrate that Surrealism
did not abandon its critical and emancipatory aims, and nor did it uncouple political
critique from poetic and visual experimentation. Particular chapters are devoted to
anti-colonial tendencies and collage-montage strategies evident in the 1920s and
Thirties, and further developments in the post-World War II era when the
Surrealists’ exhibitions relied on radical displacement and theatrical staging.
Furthermore, the thesis invites a reassessment of Surrealism’s transgressive potential
and its use-value for post-colonialism, by demonstrating its continued relevance for
understanding work by Australian artists who refer to Australia’s colonial heritage:
Imants Tillers, Gordon Bennett and Tracey Moffatt.
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Martins, Inês Lourenço. "Educação e Peacebuilding. Uma Abordagem a partir da Perspectiva Pós-Colonialista." Master's thesis, 2020. http://hdl.handle.net/10316/94738.
Abstract:
Dissertação de Mestrado em Relações Internacionais - Estudos da Paz, Segurança e Desenvolvimento apresentada à Faculdade de EconomiaNum mundo marcado pelas crescentes e complexas redes de governação global, as políticas de intervencionismo liberal e de promoção dos Direitos Humanos têm conseguido um espaço de crescente afirmação e ação. Dentro deste contexto, a Educação é frequentemente perspectivada como mote para a recuperação e desenvolvimento de sociedades pós-conflito, de acordo com os requisitos da modernidade liberal. Esta dissertação tem como objetivo analisar o papel da educação enquanto instrumento de intervenção internacional nas sociedades que foram palco de conflitos violentos partindo de uma abordagem crítica e Pós-colonial. Para tal, esta dissertação recorre a estas duas teorias - Teoria Crítica e Pós-Colonialismo - para a construção do teórico enfatizando uma perspetiva de questionamento e de lente crítica necessária para contemplar as dinâmicas subjacentes a um mundo estruturado numa relação hierárquica entre o Norte e o Sul Global. Esta dissertação argumenta que a Educação tem sido usada enquanto instrumento de práticas hegemónicas - exercidas pelo Norte Global - nomeadamente no contexto das missões de Peacebuilding da ONU.Para ilustrar o seu argumento, esta dissertação recorre a uma problematização do conceito e da prática da educação e dos seus contextos e políticas de intervencionismo global. A sua demonstração transmutam-se também através de três exemplos ilustrativos no contexto de intervenções educacionais internacionais no Líbano, no Nepal e na Serra Leoa conduzidas entre 2001 e 2011. Pode por aqui a estrutura de forma muito sintética. Considera-se que o conteúdo desta publicação académica contribui para a visibilização das dinâmicas de poder, resistência e emancipação no sistema das Relações Internacionais, em particular das Relações Norte/Sul.
In a world marked by the growing and complex networks of global governance, policies of liberal interventionism and the promotion of human rights have achieved a space for growing affirmation and action. Within this context, Education is often viewed as a motto for the recovery and development of post-conflict societies, in accordance with the requirements of liberal modernity. This dissertation aims to analyze the role of education as an instrument of international intervention in societies that have been the scene of violent conflicts starting from a critical and post-colonial approach. To this end, this dissertation uses these two theories - Critical Theory and Postcolonialism - to construct the theorist emphasizing a perspective of questioning and a critical lens necessary to contemplate the dynamics underlying a world structured in a hierarchical relationship between the North and the Global South. This dissertation argues that Education has been used as an instrument of hegemonic practices - exercised by the Global North - namely in the context of the UN Peacebuilding missions. To illustrate his argument, this dissertation uses a problematization of the concept and practice of education and its contexts and policies of global interventionism. Its demonstration is also transmuted through three illustrative examples in the context of international educational interventions in Lebanon, Nepal and Sierra Leone conducted between 2001 and 2011. The structure can be very summarized here. The content of this academic publication is considered to contribute to the visibility of the dynamics of power, resistance and emancipation in the system of International Relations, in particular North/South Relations.
50
Nichols, Garrett Wedekind. "Rural Drag: Settler Colonialism and the Queer Rhetorics of Rurality." Thesis, 2013. http://hdl.handle.net/1969.1/151102.
Abstract:
In the United States, rural culture is frequently thought of as traditional and “authentically” American. This belief stems from settler colonial histories in which Native lands are stolen and “settled” by white colonial communities. Through this process, the rugged “frontier” becomes a symbol of American identity, and rural communities become the home of “real” Americans. Because settler colonization is invested in maintaining systems of white supremacy, sexism, and heteropatriarchy, these “real” Americans are figured as normatively white and straight. This dissertation analyzes the rhetorical construction of rurality in the United States, specifically focusing on the ways in which settler colonial histories shape national discussions of rural sexuality. I theorize a rhetorical practice I call rural drag, a process by which individuals in settler society can assert membership in white heteropatriarchy by performing “rurality.”
I trace the development of this rhetorical practice through three case studies. In the first, I analyze 19th-century Texan legislative writings during the creation of Texas A&M University. These writings and related correspondences reveal a baseline of white supremacist and settler colonial rhetorics upon which the university established its ethos. In the second, I look at how these rhetorics continue to inform performances of sexuality and gender at Texas A&M. These performances derive from earlier rhetorical practices designed to create a space for white settler privilege. Together, these two case studies suggest that rhetorical practices shape and are shaped by the spaces in which they are practiced and the rhetorical histories of these spaces. In my final case study, I interrogate national discourses of rurality through an analysis of country western music to show how rhetorics of rurality are simultaneously local and national. I conclude by challenging scholars of rhetoric and queer studies to recognize that the relationship between rhetoric and place is key to recognizing our relationship to privilege and oppression in the United States. To further this, I propose a decolonial queerscape pedagogy that accounts for the multiple overlays of sexual identities and practices that travel through the academy while challenging the colonial histories and actions upon which the academy is built.