Dissertations / Theses: 'Decolonization'

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Moore-Garcia, Beverly. "The Decolonization of Northwest Community College." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1645.

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In 1996, the authors of the Canadian Royal Commission on Aboriginal Peoples concluded Canadian educational policy had been based on the false assumption of the superiority of European worldviews. The report authors recommended the transformation of curriculum and schools to recognize that European knowledge was not universal. Aboriginal researcher Battiste believes the current system of Canadian education causes Aboriginal children to face cognitive imperialism and cognitive assimilation and that this current practice of cultural racism in Canada makes educational institutions a hostile environment for Aboriginal learners. In order to counter this cultural racism, Battiste calls for the decolonization of education. In 2005, the president of Northwest Community College (NWCC), publicly committed to decolonizing the college in order to address the continuing disparity in educational attainment between Aboriginal and non-Aboriginal learners. Upon the president’s departure in 2010, the employees of NWCC were left to define for themselves the meaning of decolonization. This qualitative study was designed to build a NWCC definition of colonization and decolonization by collecting researcher observations, nine weeks of participant blog postings, and pre and post blog Word survey responses drawn from a purposeful sample of six Aboriginal and six non-Aboriginal NWCC employees selected from staff, instructor and administrator employee groups. The findings revealed NWCC employees held multiple definitions of colonization and decolonization which did not vary between employee groups, or based on participant gender; however, differences were found based on whether the participants were Aboriginal or non-Aboriginal. Both Aboriginal and non-Aboriginal participants thought decolonization was a worthy goal for the college. Aboriginal participants felt hopeful that decolonization would happen in the future and thought decolonization had to do with moving forward to a time when they would be valued, respected, empowered, unashamed, safe, and viewed as equal to non-Aboriginals. Non-Aboriginal participants were unsure if decolonization was possible because it would require going back in time to restore the Aboriginal way of life. When non-Aboriginal participants felt their thoughts were not being valued or they were being associated with colonialism, they felt angry and guarded and were uncomfortable with Aboriginal participants expressing anger towards Colonizers.

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Mariñelarena, Martínez Julio. "Community Music- an alternative for decolonization." Diss., Ludwig-Maximilians-Universität München, 2014. http://nbn-resolving.de/urn:nbn:de:bvb:19-173615.

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Goodall, Harrison M. III. "The Choreopolitics of Liberation and Decolonization." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/pomona_theses/160.

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This thesis examines dance as a means of social and political revolt in the AIDS epidemic. The course of the AIDS epidemic within the United States was inexorably shaped by the way dancers and choreographers used their art form to rebel against concepts of masculinity, sexuality and disease transmission. Through confronting their audiences with the reality of their loss and humanizing themselves and their loved ones that passed away, dancers were able to change the image of the epidemic and push for necessary political and social reform. This paper also analyzes the ways that norms of masculinity and the stigma of effeminacy in modern society developed, through tracing the development and disappearance of the male dancers on stages across the world. This examination explores the connection between dance and queerness, as well as effeminacy and sexuality, and calls into question the ways in which our bodies and movements are colonized. These were concepts that were all explored during the AIDS epidemic as well as dance and social revolutions through out the earlier part of the 20th century.

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Mcguire-Adams, Tricia. "Anishinaabeg Women's Wellbeing: Decolonization through Physical Activity." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37366.

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Settler colonialism has detrimental effects on the health and wellbeing of Indigenous peoples, as seen, for example, in the disproportionately high rates of chronic diseases experienced among Indigenous peoples. Indigenous peoples in Canada experience higher levels of ill health related to obesity, diabetes, and other chronic conditions than non-Indigenous people. Indigenous women experience greater incidents of chronic disease than men and are thus particularly vulnerable to ill health. Current research has focussed on documenting the health disparities between Indigenous and non-Indigenous peoples. While insightful, health disparity research reproduces settler colonial discourses of erasure and provides no meaningful or lasting solutions for addressing these disparities, thus demonstrating the need for Indigenous-led thinking regarding potential solutions. Therefore, the guiding research question for my dissertation was, “Can physical activity that encompasses a decolonization approach be a catalyst for regenerative wellbeing for Anishinaabeg women?” Using Indigenous feminist theory that is informed by Anishinaabeg gikendaasowin, I looked to the dibaajimowinan of Anishinaabeg women, Elders, and urban Indigenous women, which occurred in three stages of research and culminated in five publishable papers. In the first stage of research, I interviewed seven Anishinaabekweg who are exemplars of decolonized physical activity. In the second stage of research, I held a sharing circle with eight Elders from Naicatchewenin in Treaty #3 territory. In the last stage of research, I implemented Wiisokotaatiwin with 12 urban Indigenous women with the Odawa Native Friendship Centre, my community partner. The results of my research revealed that wellbeing for Indigenous women can be improved through decolonized physical activity, remembering Anishinaabeg stories, and building community in urban spaces. More specifically, these activities are important resistance tools that can lead to meaningful ways of addressing embodied settler colonialism and can also make strong contributions to Indigenous health research. Overall, my research showcased how Anishinaabeg gikendaasowin can be used as a foundation to improve Indigenous women’s health and wellbeing.

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Cyzewski, Julie Hamilton Ludlam. "Broadcasting Friendship: Decolonization, Literature, and the BBC." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461169080.

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Navarro, Bernard M. "Southern Ute language revitalization : a case study in indigenous cultural survival and decolonization /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1617381121&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 330-345). Also available online in ProQuest, free to University of Oregon users.

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Holmes, Christina M. "Chicana Environmentalisms: Deterritorialization as a Practice of Decolonization." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282104799.

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Pallesen, Edward S. "United States policy toward decolonization in Asia, 1945-1950." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320927.

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Tso, Mariah. "Dine Food Sovereignty: Decolonization through the Lens of Food." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/348.

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Food deserts are low-income areas lacking access to nutritious and affordable food. Such limited access has various implications for public health, particularly diet-related diseases such as diabetes. Among American Indian communities, diabetes is particularly rampant at nearly twice the rate of white populations in the U.S. On the Navajo Nation, diabetes incidence has been estimated to be as high as 1 in 3. According to the USDA, the majority of the Navajo Nation is considered a food desert. This paper utilizes food sovereignty as a lens for decolonization to identify the underlying causes of hunger and nutrition-related diseases within Diné communities. This paper will explore the histories of the change in the Diné diet and how colonial processes and the loss of traditional food systems affects current food and health patterns on the Navajo Nation. By expanding the scope of public health issues such as obesity and diabetes in Native American communities from food access and nutrition to power relations embedded in colonial structures that have resulted in the loss of indigenous sovereignty and power, I hope to pinpoint entry points for future indigenous researchers to develop and enact policies that will expand access to healthy and culturally significant foods on the Navajo Nation and contribute to efforts to restore food sovereignty of the Navajo Nation by rebuilding local food economies.

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Nwaubani, Chidiebere Augustus. "The United States and decolonization in West Africa, 1950-1960." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ27802.pdf.

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Sham, Desmond Hok-Man. "Heritage as resistance : preservation and decolonization in Southeast Asian cities." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/12308/.

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This dissertation is about Inter-Asia Cultural Studies and postcolonial studies, with cultural heritage as the subject of examination. It examines how postcolonial heritage preservation can function as an actual decolonization project, with specific reference to the Southeast Asian context, by articulating the relationship between the understanding of history, place-attachment and decolonization. The dissertation suggests that heritage needs to be understood in a trialectic relationship of time, space and identity and not in purely temporal or economic terms, such that the complexity and possibilities of cultural heritage can be articulated. It also argues for the importance of differentiating between depoliticized and radicalized versions of “collective memory”, where the latter provides the space for resistance. Elaborating on the “Inter-Asia” approach and on previous studies of “port cities” as cosmopolitan urban spaces closely related with each other long before the era of “global capitalism” and often marginalized in the nationalist discourses, this dissertation proposes and demonstrates how looking at port cities can be operative as “method”. This methodology allows different locales to become each other’s mutual reference point in an equal way, based on their common historical experiences. With examples mainly drawn from three former British colonial port cities in Southeast Asia—Hong Kong, Singapore and Penang—this dissertation articulates the following issues: (1) Colonial heritage: How is colonial heritage treated in postcolonial societies and how are nationalism and global capitalism implicated within the decision-making process? Why are anti-colonial nationalism and the demolition of colonial heritage not effective ways of decolonization? How might a decolonization process that challenges both nationalism and global capitalism be possible through the preservation of “colonial” heritage? (2) Heritage of port cities: How have heritage places and urban landscapes that embed the histories of port cities been treated in postcolonial societies? What are the ideologies represented behind these treatments? What is the significance of the heritage of port cities for reflections on multiple vernacular modernities, multiculturalism, cultural hybridization and race relations in postcolonial societies? (3) Possibilities of cultural heritage as resistance: How is it possible for cultural heritage to operate as forms of resistance against displacement, neoliberalization and undemocratic decision-making processes? How can the “depoliticized” face of cultural heritage be used as the channel to smuggle in dissent from the dominant paradigm of society? By discussing these themes, the dissertation argues that critical negotiation with the histories embedded in heritage, place-based memory and sense of place associated with heritage, and the association of heritage with “right to city” are significant for the preservation of cultural heritage to function as a project of resistance and decolonization.

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Baker, Raquel Lisette. "Undoing Whiteness: postcolonial identity and the unfinished project of decolonization." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6542.

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In my dissertation project, I engage in a discursive analysis of whiteness to examine how it influences postcolonial modes of self-styling. Critical whiteness studies often focuses on representations of whiteness in the West as well as on whiteness as physical—as white bodies and white people. I focus on representations and functions of whiteness outside of the West, particularly in relation to issues of belonging and modes of postcolonial identification. I examine Anglophone African literary representations of whiteness from the twentieth and twenty-first centuries to query how whiteness both enables and undermines anticolonial consciousness. A central question I examine is, How does whiteness as a symbolic manifestation function to constitute postcolonial African identification? Scholarship on the topic of subjectivity and liberation needs to explicitly examine how whiteness intersects with key notions of modernity, such as race, class, progress, and self-determination. Through an examination of postcolonial African literary representations of whiteness, I aim to examine the aspirations, unpacked stereotypes, and fears that move us as readers and hail us as human subjects. Ultimately, through this work, I grapple with the question of identification, understood as the system of desires, judgments, images, and performances that constitute our experiences of being human. I begin by looking backward at the satirical play, “The Blinkards,” written in 1915 in the context of British colonization of the Gold Coast in West Africa (present-day Ghana), to develop an understanding of postcolonial identification that includes an examination of the artistic expression of a writer conceptualizing liberation through notions of cultural nationalism. I go on to examine a selection postcolonial African literatures to develop an understanding of how racialized socio-cultural realities constitute forms of self-hood in post-independence contexts. I hope to use my argument about representations of whiteness in African literatures to open up questions fundamental to contemporary theories of identification in postcolonial contexts, as well as to make a philosophical argument about the ethics of whiteness as it undergirds transnational modes of modernity. One main point I make in relation to postcolonial theories of subjectivity is that notions of identification are tied up in local, regional, and global circuits of capital and cultural production. In chapter 2, I look at an early (Grain of Wheat 1967) and recent novel (Wizard of the Crow 2006) by Ngũgĩ wa Thiong’o (Kenya), who locates African postcolonial subjectivity as deeply embedded in local traditions, myths, and storytelling circuits. By fluidly mixing the contexts of the local, the national, and the global, Ngũgĩ astutely challenges naturalized conventions that position black identities and blackness as always inferior to whiteness. Ngũgĩ represents postcolonial consciousness as a space whose local relationships are deeply informed by global structures of race, economics, and politics. Situating African postcolonial identification within global circuits of migration, capitalism, and colonialism, Ngũgĩ engages the pervasive significance of whiteness through representations of sickness and desire, suggesting that postcolonial identification is performed through beliefs and practices that are situated within a global racial hierarchy. From there I go on to analyze a contemporary short story cycle by post-apartheid generation South African writer Siphiwo Mahala. Through his work, I continue to explore the issue of performative identification constituted through desire and aspirational notions in which whiteness works as a moving signifier of cultural and social capital. The main question I address in this chapter is, What is the meaning of whiteness in post-apartheid South Africa? Through this examination, I use my analysis of representations of whiteness to reflect on the politics of entanglement as a way to move beyond racialized and geographic modes of identification, to challenge conceptual boundaries that undergird modernity, and theoretical possibilities of a politics of entanglement in relation to broader issues of identification and belonging in postcolonial contexts.

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Sullivan, Carla. "Round Dancing the Rotunda: Decolonizing the University of Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33023.

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As the number of Indigenous people/s in Canadian cities is increasing, more research in the field of decolonization is needed to advance conceptual and empirical understanding of how to decolonize urban settler space. This thesis takes a critical qualitative and decolonization approach to investigate how Indigenous people/s experience urban settler space by using a case study of Indigenous students at the University of Ottawa. Through sharing circles, personal interviews, and reflexive journaling, I centre my participants’ experiences and perceptions of the University of Ottawa campus as space. In the first results chapter (Chapter 3), I present my participants’ perceptions of the built environment of the campus and in turn identify the contours of a settler space. In the next chapter (Chapter 4), I examine the participants’ experiences of the campus as a social space. Their responses reveal that settler spaces are imbued with settler norms – what I call settlernormativity – that often reproduce unequal settler-Indigenous relations in and through space. Drawing from my participants’ views on how to decolonize campus space, in Chapter 5, I propose acts of decolonization in space-time as a strategy to decolonize settler urban spaces.

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Jimenez, Leslie. "Native Minds, Hearts, Spirits, Beings, Knowings| Journey to Liberation, Decolonization, Reawakening." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601390.

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This dissertation explores the experiences of Native American college students at a four-year institution. Additionally, institutional and non-institutional supports, strategies of resistance against oppression used by Native American college students, and examination of the role that spiritual activism plays in strategies of resistance at a four-year institution were explored.

Through the power of Native voices, their journeys were captured. This dissertation was conducted in accordance with a decolonized methodology, Native American knowledge systems, Native ways of knowing, and Native framework. This study explored the institutional and non-institutional supports, tools of resistance against oppression used by Native American college students, and how these tools of resistance serve as a factor in healing through application of spiritual activism.

In accordance with Indigenous knowledge systems, storytelling, and decolonized research approaches, it is likely that pedagogical tools for teaching emerged. This dissertation embodies “Indigenous traditions” referred to by Herrera, 2011 to align with an Indigenous Research Agenda. The sacred corn was used as a framework and prayer throughout this dissertation as the corn is sacred within Native communities. Well-being, as represented within the literature, encompasses Native knowledge systems, ways of knowing, and histories.

Through a decolonized methodology the following will be captured within this dissertation: the experiences of Native American college students as they navigate academia, knowledge systems brought with them, ways of knowing they practiced. Native American college students partaking in this study will: be a member of the Native American Student Support Services, be active within their Native community, self-identify as Native American, and engage in preservation of Native culture.

Grounded within the literature, each Native student within this study will be navigating through higher education, as they resist and persist through colonized settlers ways, values, and knowledge systems. Literature points to level of engagement within the Native community as a factor to persistence and resistance. As such, Native students within this dissertation will be engaged within their Native community. Each journey will exemplify the resistance, resiliency, perseverance, courage, and strength students draw from to navigate through and resist oppression, colonized settler education. As well as, the impact historical and intergeneration trauma has on their journey to healing.

Their journeys will highlight knowledge systems; ways of knowing, stories, and tools of resistance Native American college students bring with them to college settings. Native students bring these from their upbringing, the community, ceremony, and prayer.

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Patil, Vrushali Bhaskar. "Space, identity and international community : negotiating decolonization in the United Nations." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3696.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Viramontes, Adrienne. "On becoming Chicana in the Calumet Region : a phenomenology of decolonization /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147183431&sid=15&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Howell, Caroline. "Church and state in decolonization : the case of Buganda, 1939-1962." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270082.

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White, Nicholas J. "Government and business in the era of decolonization : Malaysia, 1942-57." Thesis, Royal Holloway, University of London, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389675.

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Mariñelarena, Martínez Julio [Verfasser], and Alexandra [Akademischer Betreuer] Kertz-Welzel. "Community Music- an alternative for decolonization : the role of the music school CECAM in the decolonization of the Oaxacan Indigenous communities / Julio Mariñelarena Martínez. Betreuer: Alexandra Kertz-Welzel." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2014. http://d-nb.info/105807749X/34.

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Wagner, Sarah. "A multi-sited ethnography of the decolonization of mobile media among Guaraní." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/668810.

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Els moviments de drets indígenes d'Amèrica Llatina lluiten contra les hegemonies colonials que impregnen la vida contemporània. Mitjançant l'anàlisi particular dels pobles guaranís i les seves estratègies avançades, aquesta tesi aporta les primeres evidències sobre les implicacions de la descolonització dels serveis de comunicació mòbil. La tesi se centra en la política de les formes de comunicació interpersonal, un tema habitualment oblidat en els estudis sobre mitjans de comunicació indígenes. Adopta un enfocament crític i multilocal que combina la col·laboració comunitària amb l'anàlisi d'economia política. Els resultats comminen a qüestionar els discursos tecnooptimistes de la inclusió digital i a analitzar com la desigualtat condiciona la influència cívica sobre els mitjans. Cal destacar les connexions que aquesta tesi estableix entre factors clau que afecten la capacitat individual de decidir (o agència individual) sobre els serveis mòbils en el cas de les anomenades "perifèries digitals".
Los movimientos de derechos indígenas de América Latina luchan contra las hegemonías coloniales que impregnan la vida contemporánea. Mediante el análisis particular de los pueblos guaraníes y sus estrategias avanzadas, esta tesis aporta las primeras evidencias sobre las implicaciones de la descolonización de los servicios de comunicación móvil. La tesis se centra en la política de los modos de comunicación interpersonal, un tema habitualmente ignorado en los estudios sobre medios de comunicación indígenas. Adopta un enfoque crítico y multilocal que combina la colaboración comunitaria con el análisis de economía política. Los resultados conminan a cuestionar los discursos tecnooptimistas de la inclusión digital y a analizar cómo la desigualdad condiciona la influencia cívica sobre los medios. Destacan las conexiones que esta tesis establece entre factores clave que afectan a la agencia o capacidad individual de decidir sobre los servicios móviles en el caso de las llamadas "periferias digitales".
Indigenous rights movements in Latin America are fighting to overturn the colonial hegemonies that continue to pervade contemporary life on the continent. The Guaraní people, for instance, have devised advanced strategies to decolonize mobile media services through local ownership. While most research on indigenous media focuses on the activities of organizations and the nature of media content, this thesis draws attention to the politics surrounding indigenous people's means of interpersonal communication and provides unprecedented evidence regarding the implications of decolonizing mobile media services. The results of this research, which adopts a critical, multi-sited approach that combines community-based collaboration with an analysis of the political economy, compel us to question the techno-optimism inherent to digital inclusion discourse and to further explore how inequalities shape civic influence on the media. Most significantly, this research ties together key factors that affect the individual agency of those at the so-called "digital margin" over their mobile media services.

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Burke, Catherine L. "The great debate : the decolonization issue at the United Nations, 1945-1980." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306814.

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Labelle, Maurice Marc Jr. "Traces of Empire: Decolonization and the United States in Lebanon, 1941-1967." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333927573.

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Pendegraft, Gregory. "Third World Decolonization: The Pan Africanist Movement in the Age of Nasserism." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984267/.

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In the mid-twentieth century Egyptian President Gamal Abdel-Nasser, along with President Kwame Nkrumah of Ghana rose to international prominence as leaders and visionaries who were able to achieve political independence in their respective home countries while attempting to shape a destiny for Africa that did not involve Western imperialism. For Nasser's part, he first secured independence for Egypt, then turned his attention to the Middle East, but soon became as active in the politics of Sub Saharan Africa, also known as black Africa, as he was in the Arab world. This thesis explores Nasser's forays into Sub Saharan Africa during the period of decolonization on the continent and how his aspirations for Africa were equally a part of his political agenda that came to be known as Nasserism. Considering Nasser was the leader of the Third bloc, Egypt's fate was tied to Africa just as much as it was to the Middle East. Beyond the aspects of Nasser's involvement in Africa, this work also explores the active role Africans played in their quest for independence from European colonizers. Many African leaders during this time were as prominent and as shrewd as Nasser and were committed to establishing an anti-imperialist continent while developing modern African states based on the principles of Pan Africanism. While this occurred, new countries began to enter Africa and it became up to the African heads of state to determine how much involvement they wanted from these outsiders and at what cost. As these many dynamics played out in Africa, Pan Africanism was simultaneously occurring in the United States that linked black America's fate with Africa in movements that emphasized black nationalism and Third World political ideology.

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McConnell, John Alexander. "The British in Kenya (1952-1960) : analysis of a successful counterinsurgency camapaign [i.e. campaign] /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Jun%5FMcConnell.pdf.

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Meza-Wilson, Anthony. "Educational projects for decolonization : anti-authoritarian allyship and resistance education in the Americas." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42518.

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This thesis covers the topic of decolonizing anti-authoritarian educational spaces in North America. It outlines historical perspectives on anarchist and anti-authoritarian alternative educational movements that are non-coercive and opposed to hierarchy including the free skool, Modern School, unschooling, and the free university. Further, it examines indigenous educational spaces that originate in decolonizing social justice struggles such as the survival schools, intercultural bilingual education, and educación autonoma. The analysis focuses around discursive practices by free skools in producing a vision of freedom and liberation, and enacting a decolonization agenda. The thesis draws on theory by indigenous women, most centrally Sandy Grande and Linda Tuhiwai Smith, as a way of engaging anti-authoritarian education for decolonization with a critical indigenous lens. The first section of analysis consists of content analysis of web-based free skool mission statements. I code for discursive units that refer to forms of freedom and liberation, defined as overcoming oppressions presented by Iris Marion Young in Five Faces of Oppression. The results of this quantitative analysis demonstrate that free skools, in mission statements, have a tendency to prefer addressing labor/consumer exploitation and powerlessness as sites of oppression significantly more frequently than cultural imperialism, the site of oppression where colonialism is enacted. This demonstrates that free skools place a value in their mission statements of discursively engaging a limited vision of freedom and liberation that disproportionately excludes decolonization in envisioning liberation. The second section of analysis focuses on documents such as curriculum, readings, and personal narratives produced for and by decolonizing anti-authoritarian educational projects such as Unsettling Minnesota, the Purple Thistle Institute, and POOR Magazine's PeopleSkool. My engagement with these documents has determined that in many ways these projects find affinity with the work of Sandy Grande and Linda Tuhiwai Smith. In this way, the documents are useful in understanding a theoretically supported anti-authoritarian education for decolonization and in the formulation of future work that can build upon this base.

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King, Pui-wai Mary Ann, and 金佩瑋. "Indiscernable coloniality versus inarticulate decolonization : the dynamics of community building processes in Wanchai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211132.

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This thesis studies the formation of an indiscernable coloniality through the contextualization of mundane quotidian lives at the community level in Hong Kong. Unlike most research on post-colonial Hong Kong which analyzes the challenges and problems from a macro perspective focusing on governance and collaborations of the elite class, this thesis focuses on the culture of coloniality that is deeply ingrained in the operational logic of everyday life and embedded as an unnoticeable common sense and internalized value. Being an elected member of the Wan Chai District Council between 2004-2007, the author gained first-hand experience and insights on how coloniality operated. She argues that coloniality is a state of mind when the colonized people define themselves in terms of colonialism and take on the common sense of the colonizers as their own. In this thesis, the author shows how coloniality permeates through political and economic community building initiatives by the Eight Community Building Key Players, such as the District Administration Scheme and its Departmental District Managers, the Urban Redevelopment Consortium, Kaifong Associations, District based Territory-wide Organizations, Beijing Affiliates and Civil Society. A substantial part of the research focuses on how these CBP players have molded, enhanced, changed or modified the physical landscape, the way of life or the value system of the community. It shows that except for civil society, all CBPs have collaborated in one way or the other and formed a symbiotic disciplinary control network. By employing the tactics of divide and rule, biopolitics of control, and ‘feeding the baby with an empty spoon’, this control network manipulates the community to serve political and economic purposes. The thesis argues that under this network, Hongkongers unnoticeably developed a colonial form of subjectivity that takes pride in colonial ruling and a pro-growth operational logic. Lastly, after analyzing the best practices of civil society’s experiences in community building in Wanchai, this thesis argues that a bottom-up and empowering community building is one of the most crucial ways of building a possible model for decolonization, and this model must include the intellectualization of the society, democratic participation, the development of culture and public space, and rekindling of the chivalrous spirit. It also argues that where the subaltern-elites stand and how soft powers are used will make a big difference in decolonization.
published_or_final_version
Comparative Literature
Doctoral
Doctor of Philosophy

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Marshall, Andrew Tyler. "Kiswaihili and decolonization| The Inter-Territorial Language Committee and successor organizations, 1930-1970." Thesis, American University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596783.

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Governments have long used language policy as a means of social control. As Frantz Fanon and Ngũgĩ wa Thiong’o have argued, language played a key role in supporting colonial rule across Africa and remains part of the colonial legacy. From the late 1920s through World War II, the British colonial governments of Kenya, Tanganyika, Uganda, and Zanzibar promoted the Kiswahili language as a regional lingua franca, a policy facilitated by the Inter-Territorial Language Committee for the East African Dependencies (ILC). I use published sources, archival records, and qualitative textual analysis of the ILC’s published journal to trace the Committee’s development from 1930 to 1970. Building on Ireri Mbaabu’s work, I argue that the British initially chose to promote and standardize Kiswahili as a way to make their subject societies more legible or, in other words, more efficiently governable but reversed course in the 1940s after realizing Kiswahili’s potential as a tool for anti-colonial organizing. The Committee adapted to the British language policy reversal by encouraging East African participation and switching its focus from social control to research. The Tanganyikan nationalists’ commitment to Kiswahili as a building block for a detribalized national identity allowed the Committee to survive the transition to independence and, as a research institute, continue to contribute to the study and promotion of Kiswahili in postcolonial Tanzania and beyond. My case study of the ILC’s transformation affirms the importance of language control for the colonial project and the value of African languages in addressing the ongoing colonial legacy of cultural destruction.

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Martino, Daniela. "Total joint arthroplasty patients' adherence to a pre-operative staphylococcus aureus decolonization protocol." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45607.

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Background: Staphylococcus aureus surgical site infections and their treatment, in the total joint arthroplasty population, can significantly affect patients’ recovery and their quality of life, and can generate considerable economic cost for the health care system. The use of a pre-operative screening and decolonization protocol has shown promising eradication rates of Staphylococcus aureus and a decreased incidence of surgical site infections, however, the results have lacked statistical significance. Adherence to the decolonization protocol has been identified as a possible missing link or explanation for these equivocal findings. Objective: The purpose of this study was to examine the relationships between age, self-efficacy, and adherence to a Staphylococcus aureus screening and decolonization protocol in the total joint arthroplasty population. Methods: A descriptive correlational study design was conducted. The study sample included 40 participants who underwent primary total joint arthroplasty surgery between May 1, 2013 and October 1, 2013 at a hospital in Vancouver, British Columbia. Self-efficacy and adherence were assessed using two self-report measures: the Self-efficacy Survey and the Adherence Questionnaire. Data were analyzed using correlational and multiple linear regression analyses. Results: The findings suggest that there was a positive relationship between age and adherence to the use of chlorhexidine gluconate cloths, and a negative relationship between age and adherence to the use of nasal Mupirocin. These results were not statistically significant. There was a statistically significant and strong positive relationship between the patients’ level of self-efficacy in applying Mupirocin and their adherence to its use, timing, and application. Little if no relationship was found between the patients’ level of self-efficacy to chlorhexidine gluconate cloths and their adherence to its use, timing, and application. Age, and not self-efficacy, contributed significantly to the outcome, adherence. Conclusions: The study found inconclusive results with respect to the relationships between age, self-efficacy, and adherence. In light of these results, this study highlights the many ways in which age and self-efficacy can influence adherence in adults. This information can be useful when evaluating the effectiveness of a decolonization protocol and for nurses in their attempts to design, implement, and evaluate patient education materials relevant to the protocol.

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Pieris, Anoma D. (Anoma Darshani). "The trouser under the cloth : Ceylon/Sri Lanka, personal space in the decolonization." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/69323.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1994.
Includes bibliographical references (p. 244-247).
This thesis examines the processes of decolonization in Ceylon/Sri Lanka, through the expressions of personal space surrounding the event of political independence. Personal space is understood as dress, manners, and lifestyle which extend to the choices made of residential architecture in each period. The period before independence, 'The trouser under the cloth', i.s influenced by colonial projections of self, imposed by the colonial administration. The period after independence, 'Personal space in decolonization', is seen as resistant to these previous identities with attempts made at cultural revival by emergent nationalist movements. Each of these periods feature hegemonic cultural processes and an intellectual bourgeoisie that figure prominently in their projection. The positions adopted by this intellectual bourgeoisie to promote or challenge these processes often reveal attempts at maintaining the imaginative potential of the nation. The shift from filiative to an affiliative conception of society and their own identity provoke a more secular interpretation for 'the people'. The objective of this thesis is to use architectural examples to illustrate the degree to which political ideology infiltrated personal space during the decolonizing process and to examine the structures that were invented/imagined, for alternative (non political) means of cultural self empowerment.
by Anoma D. Pieris.
M.S.

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Foran, Heather. "Host Experiences of Educational Travel Programs| Challenges and Opportunities from a Decolonization Lens." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=1606218.

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The transformative benefits of cross-cultural interaction and the “disruption” caused by the confrontation with injustice, poverty and culture shock for students through immersion experiences are well-documented. In contrast, however, there is very little research that documents the experience of host communities - those into whom the traveler is immersed. What is the experience of individuals from these host communities? What is the value or significance to them of hosting educational travel groups? What opportunities exist for educational travel programs to be venues for decolonization and social justice work that is mutually beneficial to student groups and host communities? This project is a phenomenological study consisting of in-depth interviews with six native or indigenous community partners who worked with two high school educational travel programs—one internationally and one domestically. Participants reported a clear understanding of their co-educational role and attached broader global and spiritual significance to that. A number of recommendations emerged for building mutually beneficial relationships in the context of educational travel.

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Zúñiga, Nieves. "Indigenous struggles over recognition in Bolivia : contesting Evo Morales's discourse of internal decolonization." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654955.

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In this thesis I analyze the struggles over recognition of indigenous peoples in the context of the process of decolonization undertaken by the government of Evo Morales in Bolivia after he was elected the first indigenous president of the country in · December 2005 until 2012. I address the question of why, despite the recognition of indigenous peoples promoted by the Movement Towards Socialism (MAS) government and incorporated into the Constitution of 2009, indigenous leaders from the highlands and the lowlands remain dissatisfied. In doing so, I look at the grounds of the indigenous criticisms of the language of indigeneity used by the government and the role of the state in the process of decolonization. Following the theoretical approach proposed by James Tully and the theoretical tools provided by political discourse analysis, my discussion focuses on the languages and the practices in which the problem is defined and the indigenous demands and criticisms are articulated. My argument is that there is a divergence between the discourse of the government and those of indigenous leaders. I suggest that that divergence is founded on the perpetuation of pre-existent patterns of recognition by the state that have shaped its relationship with indigenous peoples throughout the history of Bolivia, which has resulted in a lack of acknowledgment of the capacity of dissent and discursive diversity of and among indigenous peoples. The case of Bolivia makes an important contribution to the debate about recognition in multicultural societies. On the one hand, it challenges the political borders that generally identify indigenous peoples and the non-indigenous state as the actors to be reconciled. On the other, it touches on the form and scope of the cultural recognition required, pointing to an understanding of recognition as negotiation, and to the different levels in which that recognition should take place.

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Theopolos, Theodore J. L. "The Neglected Element: Prestige and British Decision-Making in the Age of Decolonization." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605780490437675.

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Rietkerk, Aaron. "In pursuit of development : the United Nations, decolonization and development aid, 1949-1961." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3158/.

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This thesis examines a number of specific efforts by the United Nations to offer and administer development aid to newly independent and ‘underdeveloped’ countries from the Global South during the decades following World War Two. Broadly, this thesis casts light on the competitive nature of postwar international development. In doing so, it examines development as a contest, whereby, the United Nations sought to stake out a claim to its share of the global development process during the 1950s and early 1960s. Crucially, this thesis sets this struggle against the backdrop of the increasing demand for development aid that accompanied the advent of mass decolonization in Africa by 1960. Consequently, this gave rise to a heightened competition over what type of aid best suited newly independent countries and who should administer it. Here, this study demonstrates how the UN contended with both bilateral and multilateral aid options outside the Organization, as well as, the challenges associated with providing development aid to countries that requested noncolonial assistance yet jealously guarded their newly acquired sovereignty. Finally, it was through the UN’s belief in its development directive, its unique ‘brand’ of aid and the value of its operational pursuits that it added a crucial dimension to the development discourse of the period. At the UN, this resulted in the expansion of the UN’s development reach and development becoming a primary, if not the chief focus of the Organization during the First UN Development Decade of the 1960s. At the same time, it was during the postwar decades that the Organization helped to give development a global quality through a concerted effort towards the internationalization of development aid. Altogether, this thesis extends the boundaries of the study of postwar development by demonstrating how the UN functioned as an important autonomous institution and actor as it promoted economic and social development through multilateral development aid. Furthermore, this study challenges traditional interpretations of the UN that depict the Organization as solely a foreign policy tool of its member states or as an Organization predominantly concerned with peace and security issues during this era.

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Pierce, Linda M. "Displaced memory: Oscar Micheaux, Carlos Bulosan, and the process of United States decolonization." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280790.

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"Displaced Memory: Oscar Micheaux, Carlos Bulosan, and the Process of U.S. Decolonization," uses new applications for existing colonial and postcolonial theories in order to explain common incongruities in ethnic minority autobiographies in early twentieth-century America. Using Carlos Bulosan (1914-1956) and Oscar Micheaux's (1894-1951) "fictional autobiographies" as case studies, I argue that the seemingly contradictory coexistence of assimilationist and subversive narratives can be explained when understood as textual representations of the process of decolonization. Reading these narrators as postcolonial subjects, however, would require both a radical rethinking of colonial and postcolonial theory and careful revaluation of early American mythology. While recognizing the United States as a former (or neo-) colonial power poses no insuperable problem for scholars in Philippine American studies, analyzing other disenfranchised ethnic communities in terms of a U.S. colonial context is more problematic. My project addresses precisely this problem: part one begins with the Philippine context and asks why even this overt example of colonization remains unacknowledged within U.S. cultural memory. The answer to this question is grounded in the literary, political and ideological national foundations emergent during nascent U.S. development. In the second part of my project, I stress the necessity of comparing multi-ethnic experiences within parallel historical trajectories, addressing questions about how a U.S. postcolonial theory would become complicated when applied to slavery and its aftermath. I argue that the unique position of displaced colonials occupied by African slaves and the colonial memory instilled in their offspring suggest the applicability of postcolonial theory to the African American community. Questions of U.S. postcoloniality are invariably tethered to multiple perspectives from early literature, from captivity to emancipation and reconstruction. Thus, understanding the ways in which African Americans have been colonized is important not only for re-reading African American literature like that of Micheaux, but for revising American ideological holdovers from the seventeenth century to the present. Read together within the postcolonial context, Bulosan's and Micheaux's views on nation, race, masculinity and women take on new significance.

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Chege, Mwangi. ""Old wine" and "new wineskins" (de)colonizing literacy in Kenya's higher education /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151091054.

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Wong, Yat-kwong, and 黃日光. "Postmodernity in Wong Kar Wai's films: a postmodern and postcolonial discourse in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951120.

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Berkemeyer, Eric K. "Indian identities and Indian experience: Strategies of decolonization in the works of Fritz Scholder." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442927.

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Hau, Yan-wah Esther, and 侯恩華. "British decolonization in Singapore and Hong Kong: education policy and changes in the transitionalperiods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31951624.

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Wut, Sau Wan Maria. "Education Commission report (ECR) no. 4 and the decolonization of Hong Kong's language policy." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/37.

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Mohabir, Nalini Devi. "The last return indenture/ship from Guyana to India : diaspora, decolonization, and douglarized spaces." Thesis, University of Leeds, 2011. http://etheses.whiterose.ac.uk/2389/.

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Most writing on the Caribbean diaspora focuses on arrival into the Caribbean, or secondary migration out of the Caribbean to metropolitan destinations. Less researched are return journeys, out of the Caribbean, back to India. Even rarer are first-hand accounts of return voyages (a promise written into Indian indenture contracts). Weaving oral and written accounts, this dissertation explores the motivations and re-settlement experiences of ex-indentured labourers from British Guiana (now Guyana) back to India in 1955. The achievement of Indian independence in 1947, which sparked demands for return, revived possibilities of belonging outside of colonial paradigms. Thus, my thesis suggests the negotiation of national belongings at the critical juncture of diaspora and decolonization as a conceptual framework to understand return journeys. My work politicizes diaspora studies through its intersection with decolonization. It consequently brings to scholarly attention the promise and experience of return within indentureship studies, and unsettles the borders of area studies.

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Strobbe, Ilde <1997&gt. "THE DECOLONIZATION OF THE MUSEUM. CENTRING AFRO-ITALIAN PRESENCE IN THE ITALIAN ART SYSTEM." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21745.

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The following thesis investigates the need to decolonise the Italian museum institution that still does not adequately represent the community of Afro-Italian artists. The issue of inclusivity and equal representation in art institutions is not new, and has been highlighted since the last century, underlying the presence of an art system characterised by the privileging of some social groups and the marginalisation of others. In the specific case of Italy, the problem of decolonisation is rooted in Italy's colonial past, which we talk about too little and which still conditions the present with dynamics of exclusion towards otherness and the persistent idea of an Italian identity that does not take into account its multi-ethnic composition. The ethnographic museum, a symbol of European colonialism par excellence, can be a good starting point for the decolonial debate in Italy, as it is showing that it is coming to terms with its colonial responsibilities and therefore could also be a valid example for contemporary art museums. Indeed, the inclusion of Afro-Italian artists in Italian contemporary art museums is almost absent but their invisibility in the system of art institutions is present in Italian society in general, where Afro-descendants are invisible in the eyes of society because of their blackness but at the same time their appearance makes them easy targets for prejudice and discrimination. This is a problem that Italian society struggles to recognise, pointing the finger at countries such as the United States that are usually the reference point when it comes to racial issues and discrimination against black people. The United States is certainly a curious case to analyse in this sense if we consider its huge African-American community and the struggles it has faced to obtain equal civil rights, even in the art system. Although the United States has experienced significant collective mobilisations throughout history and its activism has inspired the whole world, its art institutions are still trying to improve in terms of inclusivity and equal representation just as Italy is doing; the difference is that Italy has practically just started. The thesis will present some examples of Italian contemporary art museums and cultural initiatives that show a willingness to change direction, considering their strengths but also their limitations, and finally, the case studies of three Afro-Italian artists with a focus on their artistic production and an insight into the black presence in Italian museums from their perspective as protagonists of the art system.

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Dumas, Daniel. "Negotiating Life Within the City: Social Geographies and Lived Experiences of Urban Metis Peoples in Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35624.

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The majority of Indigenous peoples in Canada are now living in urban centres. Following the publication of the Final Report of the Royal Commission on Aboriginal Peoples in 1996, academics and policy makers were encouraged to further research the heterogeneous experiences and realities of urban Indigenous peoples living in Canadian cities. This thesis responds to this call and seeks to explore the social geographies and lived experiences of urban Metis peoples, a segment of the urban Indigenous population that has to date been largely left out of the literature. This work relates specifically to Metis living in Ottawa, representing the first study of its kind in eastern Canada. Although Ottawa is not a traditional Metis community and is located outside of the traditional Metis Homeland, the city does represent an important Metis meeting place and space where various understandings of Metis identity from across the country come into contact with one another. The ways in which urban Metis identities are formed and maintained, the movement and strategies Metis peoples utilize to create a sense of place and home, and the ways in which individuals and the community at large come into contact with power at the municipal level are explored at length. Utilizing Henri Lefevbre and Iris Marion Young’s concepts of right to the city and unassimilated otherness, this thesis argues that urban Metis peoples in Ottawa merit greater recognition primarily through the creation of a permanent fixture, such as a Metis house, within the city’s urban landscape.

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Morrison, Hamish. ""Quis costodiet ipsos custodes?" : the problems of policing in anglophone Africa during the transfer of power." Thesis, University of Aberdeen, 1995. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225703.

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The main purpose of the thesis is to explore the role of colonial police forces in anglophone Africa in the period between 1947 and 1964/5 when the transition from colonial dependencies to independent nation-states took place. The police are an important component of all modern states. It is argued in the thesis that the police formed one of the key foundation stones of the colonial state in Africa. The question of how to deal with colonial police forces in the post World War Two period severely tested policy makers both in Whitehall and in the individual territories. The related problems of the role of the military forces also arose. On the one hand, there was perceived to be a need sharply to increase the strength of the police, as well as to militarise them and radically to improve intelligence systems. This was as a result of what was seen as the growing threat of communism and because of civil disorders, usually inspired by nationalist sentiment, such as those in Accra in 1948. On the other hand, there was a desire to insulate the police from political interference with the advent of self-government in the various territories. As decolonisation proceeded, it was seen that the cherished 'Westminster Model' of government would fail if the police were not constitutionally safeguarded. It was thought that if urgent action was not taken, 'police states' would emerge throughout anglophone Africa after colonial rule was terminated. In the event successful policies were not readily forthcoming, and British administered territories did enter Independence without proper safeguards that might have regulated and controlled the position of the police. The legacy has been a devastating one for much of Africa.

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Wilkinson, Elizabeth Leigh. "Story as a Weapon in Colonized America." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42187.

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From first contact, Europeans and Euro-Americans have been representing North American indigenous peoples in literature. Non-Indian authors colonized American Indian stories and re-presented them through a Western worldview, which distorted and misrepresented Indian peoples. Henry Wadsworth Longfellow?s piece, Song of Hiawatha, published in 1855 is an early example of this, and Ann Rinaldi?s children?s book, My Heart Is on the Ground, is a contemporary example. However, Indian peoples are not mere victims. Using story as a weapon for ?decolonization,? American Indian authors have self-re-presented and, through literature, have fought for a more accurate, tribal specific presentation of self to the dominant culture. Zitkala-Sa (Gertrude Bonnin) authored decolonizing, autobiographical articles and short stories as early as 1901 and collected and published these in her text American Indian Stories in 1920. James Welch continued a legacy of tribal specific, American Indian authored literature with his 1986 publication, Fools Crow. Both texts work as weapons in the decolonization of American literature.
Master of Arts

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45

Mukherjee, Ishan. "Agitations, riots and the transitional state in Calcutta, 1945-50." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/273769.

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The thesis examines the agitations and riots that broke out in Calcutta in the aftermath of the Second World War. Through a close analysis of local outbreaks of urban violence, it hopes to contribute to the understanding of decolonization in the subcontinent. It interrogates existing chronological and conceptual frameworks through which decolonization has been understood in the historiography of the region. At the same time, the study analyses the continuities and changes in the practices of the local state apparatus, especially the police, through the transition ‘from the colonial to the post-colonial’ regime in South Asia. The scope of the study is limited to incidents and experiences in Calcutta, although it attempts to take into account relevant issues at the regional and all-India level wherever possible. The historiography of popular politics in South Asia is fairly unanimous in concluding that the immediate aftermath of the Second World War saw widespread ‘anti-imperialist’ ‘cross-communal’ protests throughout the subcontinent. In this period, many argue, people of all religions came together for the last time to fight the colonial regime. However, this moment of communal unity was quickly lost as the subcontinent plunged into communal violence on an unprecedented scale. Incidents in Calcutta are believed to exhibit this pattern very clearly. In February 1946 the city witnessed large-scale protests against the conviction of Captain Rashid Ali of the Indian National Army. However, just six months later, Calcutta witnessed massive communal riots. The Great Calcutta Killing of August 1946 set off the chain of communal violence across the subcontinent that ultimately precipitated the partition of British India into two mutually hostile post-colonial states of India and Pakistan. This thesis hopes to challenge some of these assumptions in the historiography of decolonization. It seeks to complicate this linear narrative by questioning the ‘cross-communal’ dimension of the anti-colonial protests. It also argues that the outbreak of communal violence was not as sudden as has been assumed. Rather, communal tension often co-existed with periods of united anti-colonial agitations. The thesis will also examine inter-community relations in the city in the very first years after independence. It will study how new minorities produced by the Indian nation state grappled with, and were affected by, the changed circumstances in Calcutta.

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Marsh, Catherine L. "Fictions of 1947 : representations of Indian decolonization in French-language literary, journalistic and political texts." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416101.

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Hau, Yan-wah Esther. "British decolonization in Singapore and Hong Kong : education policy and changes in the transitional periods /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20059735.

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Sparks, Benjamin J. "The War Without a Name: The Use of Propaganda in the Decolonization War of Algeria." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2921.

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The Algerian war for independence, 1954-1962, also known as the War Without a Name due to its lack of recognition as a war by the French government, remains an indelible scar on the face of France. The Algerian war represents one of the most critical moments in modern French history since the French Revolution (Le Sueur 256), putting into question the motto of the French republic, "liberté, égalité, fraternité". This thesis will show that although the French won the war militarily they lost the war of ideas, that of propaganda and persuasion. Thus, this thesis will demonstrate that propaganda by the French for the aims of maintaining a French Algeria should have played a larger role than is evident. The use of propaganda and persuasion dates from the beginning of Greek analysis of rhetoric and has been used in various environments and circumstances throughout the ages in order to persuade the masses of the opinions and ideals of the propagandist. In Algeria, the message presented by the French through propaganda did not attain the desired result: maintaining a French Algeria. The combination of the Algerian determination for independence and the ineffective propaganda by the French resulted in a humiliating loss for the French forces and the loss of territory deemed integral to French society. After over 130 years of colonial rule, and eight grueling years of revolutionary war, Algeria received its independence.

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Deschka, Anne. "Artistic dribblings cultural relocation of Hong Kong's contemporary visual art scene ten years after the handover /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762432.

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Tang, Wai-yan. "Hong Kong : an unidentified subject under colonialism /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1739059X.

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Dissertations / Theses on the topic 'Decolonization'

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