Dissertations / Theses: 'Post colonial theory'

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McGuinness, Mark. "Post-colonial spaces? : interrogating the spaces of planning and theory." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590289.

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This thesis is concerned with how space is represented. Of particular interest are discursive constructions of space in the formal articulations of spatial planning and the contemporary languages of academic geography and social science. It is suggested that no understanding of the Western spatial imaginary could be complete without consideration of the constituting logic of colonisation and spatial expansion on Western ideas of space and its potentialities. Empirical illustrations are taken from the physical, formal language of the British new towns projects, Corbusian planning ideas and Victorian urban social reform agitations. There is a consideration of academic literatures that imply, suggest and promote differing versions of space. Concerns about the continued 'white eye' of the new post-colonial place geographies of contemporary Britain are outlined. Argued through a broad, interdisciplinary literature, particular focus is placed on redefining colonialism as a discursive strategy for appropriating others. The thesis concludes that there is a continued need for a decolonisation of Western spatial identities and registers.

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Ranjha, Wajid Ali. "Critical theory, modernity and the question of post-colonial identity." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phr197.pdf.

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Hicks, Martin Cyr. "The politics of resistance, an approach to post-colonial cultural and critical theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/MQ46754.pdf.

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Cyr, Hicks Martin. "The politics of resistance : an approach to post-colonial cultural and critical theory." Mémoire, Sherbrooke : Université de Sherbrooke, 1998. http://savoirs.usherbrooke.ca/handle/11143/2105.

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John, Mathew. "Rethinking the secular state : perspectives on constitutional law in post-colonial India." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/229/.

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This thesis examines the role of the secular State in the making of modern constitutional government in India and argues that the practice of constitutional secularism is an unrealised pedagogical project whose goal is the transformation of Indian society and its politics. Toleration is the core value defended by the liberal secular State and the Indian State is no exception; however, its institution in the Indian Constitution compels religious groups to reformulate their traditions as doctrinal truths. Through decisions of Indian courts I demonstrate that this is an odd demand made on non-Semitic traditions like Hinduism because even up the contemporary moment it is difficult to cast these traditions in terms of doctrinal truths. Though reformulated religious identities are occluded descriptions of Indian religious traditions, I argue that they have gained considerable force in contemporary India because they were drawn into constitutional government as the problem of accommodating minority interests. Accommodating minority identities was part of an explicitly stated pedagogical project through which the British colonial government was to steward what they supposed to be irreconcilably fragmented 'interests' that comprised Indian society towards a unified polity. Though the Indian Constitution reworked the politics of interests toward the amelioration of social and economic 'backwardness', I argue that the rights granted to the Scheduled Castes, Other Backward Classes, and Minorities continue to mobilise these groups as reformulated religious identities with associated interests. Thus as recognisably occluded accounts of Indian society, I demonstrate that reformed religious identities and indeed the practice of secular constitutionalism functions like a discursive veil that screens off Indian social experience from the task of generating solutions to legal and institutional problems.

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Sternehäll, Tove. "Understanding State Fragility through the Actor-Network Theory: A Case Study of Post-Colonial Sudan." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57787.

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Despite the broad discourse on fragile states and the threat they pose to the contemporary world order, the literature on the subject does to a large extent ignore the material factors behind the causes of state fragility. Scholars and organizations in the field have almost exclusively adopted the Social Contract Theory (SCT) in order to explain state fragility as a problem caused by social factors. This study broadens the discourse by applying SCT as well as the Actor-Network Theory (ANT) on the case study of Sudan, in order to do a deductive theory testing of the added value of each theory. The results of this study show that while the Social Contract Theory does explain many factors behind state fragility, the application of the Actor-Network Theory adds to this by also incorporating the networks between the social and material determinants in societies. This research contributes to the debate on fragile states by adding to the scarce research on the materiality of fragility through the use of the Actor-Network Theory. The positive results of this thesis encourage future use of this theory in the field as it has the potential to give new insights in how to deal with fragile states.

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Noman, Abu Sayeed Mohammad. "POST-COLONIAL DISLOCATION AND AMNESIA: A CURE FROM MOLEFI KETE ASANTE'S AN AFROCENTRIC MANIFESTO." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216557.

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African American Studies
M.A.
'Post-colonial Dislocation and Amnesia: A Cure from Molefi Kete Asante's An Afrocentric Manifesto' aims at investigating the epistemological problems and theoretical inconsistencies in contemporary post-colonial studies. Capitalizing Molefi Kete Asante's theorizations on agency, location, identity, and history this project applies an Afrocentric approach in its reading of the post-colonial authors and theorists. While current postcolonial theory seems to be at stake with operationalizing many of its terms and concepts, the application of Afrocentric methods can help answering severe allegations raised by a number of critics against this discourse. Issues concerning spatial and temporal location of the term post-colonial, commodity status of post-colonialism, and crises in the post-colonial pedagogy can be addressed from an Afrocentric perspective based on a new historiography. To support the proposed arguments, the paper provides an extensive reading of two post-colonial writers from the Caribbean, and shows how they manipulate their apparent power in perpetuating the misrepresentations of the colonized people initiated by the colonial discourses. With a detailed discussion of the principles of Afrocentricity based on Asante's ground-breaking book An Afrocentric Manifesto, the paper proposes possible ways in which Afrocentric theory could be applied in addressing such misrepresentations and developing a true sense of identity for the oppressed people.
Temple University--Theses

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McCarthy, Liam Patrick. "The operationalisation of political and societal securitization theory, and its application to post-colonial Indonesia." Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa42546.

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This thesis is both a conceptual analysis of securitization and an analysis of the political and societal security threats that plagued the Sukarno and Suharto regimes in hidonesia. It charts securitization's place within the current security hterature and examines the critiques of these sectors. It addresses the criticism that political security is too broad and lacking a distinct identity of its own. Using the work of Alagappa and Ayoob allows us to expand our understanding of political securitization, the nature of the threats to the sector, define a clear referent object, and apply securitization logic to the study of authoritarian regimes. Secondly, with respect to societal securitisation, this dissertation will develop the current literature to incorporate social psychology theory, which provides us with a clearer understanding of not only how and why social groups, and thus social identities, form but also why it is people need these groups in the first place, and also why inter group conflict can occur. This in turn provides a more robust conception of societal security. The thesis then uses these operationalised security concepts and uses them to analyse postcolonial Indonesia. It argues that the central principles of both the Sukarno and Suharto political regimes had within their guiding principles the antecedents that would lead to their ultimate failure. It also argues that the oppressive policies of the New Order towards ethnic minorities, rather than destroying the targeted groups actually defined and strengthened notions of what it was to be Indonesian.

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Neilly, Joanna Claire. "Image of the Orient in E.T.A. Hoffmann's writing." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9491.

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Although the field of German Romantic Orientalism has been growing in recent years, the prolific writer E.T.A. Hoffmann has largely escaped critical attention. This study of his oeuvre reveals, however, that it was shaped and influenced by both the scholarly and popular orientalist discourses of his time. Furthermore, Hoffmann satirises literary orientalist practices even as he takes part in them, and so his work exposes the ambivalence of the apparent German veneration for the ‘Romantic’ Orient. While Hoffmann responds to the Romantic image of the Orient set up by his predecessors (J.G. Herder, Novalis, Friedrich Schlegel), he does so in order to reveal both the uses and the limits of this model for the Romantic artist in the modern world. The Orient serves as an inspiration for Romantic art, and thus Edward Said’s claim that the Romantics appropriated the East merely for the rejuvenation of European literature must be acknowledged. Nevertheless, as an extremely self-aware writer, Hoffmann does not utilise this approach uncritically. My thesis shows how Hoffmann responded to the image of the Orient as it was produced by writers, musicians, and scholars inside the German-speaking lands. The Orient resists successful imitation, as his texts acknowledge when they turn a critical eye towards German cultural production. Furthermore, Hoffmann’s famous criticism of nineteenth-century society is enhanced by comparison of German and oriental characters, with the latter often coming out more favourably. Hoffmann’s tales therefore demand a reassessment of the view that the Romantics constructed the Orient exclusively as a paradisaical land of poetic fulfilment. His (self-) reflective response to the nineteenth-century treatment of the Orient in Germany marks him out as an original – and essential – voice in Romantic Orientalism.

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Harmon, Caroline. "Shattered Dreams : An essay analyzing Chanu's assimilation process in Brick Lane." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11689.

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Brick Lane has stimulated a wide range of debates regarding Monica Ali's portrayal of the inhabitants of the area from which the novel has taken its title. This essay claims that assimilation is the key theme of the novel, and that the desire to achieve it is represented most strongly in the character of Chanu. The latter's primary goal is to assimilate himself into the English society in which he now lives. In order to demonstrate just how complex this assimilation process is, Chanu is discussed in relation to society's influence on him and four concepts of post colonial theory, namely double consciousness, unhomeliness, mimicry and hybridity.

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Floresta, Jonamari Kristin. "The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20939.

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Conflict-ridden areas in Mindanao, the southern part of the Philippines, have schools that educate students who are living in a demanding environment generated by war. The ‘subaltern’ are people who are most oppressed in society; they are unable to express their concern to those in power (Spivak, 1994). These students are the ‘subaltern’ in this context as they are most affected during a conflict. They may have experienced the death of a loved one, threats to life, exposure to violence, extreme poverty, interrupted schooling, and recruitment as child-combatants. Mindanao has been undergoing armed conflict for almost 500 years. Different affiliations with conflicting subgroups, along with influences that lead the youth to participate in armed conflict, make peace elusive. Schools in Mindanao have the opportunity to influence and empower these subaltern students. However, most educational strategies in the Philippines are centralized by the government, and schooling is shaped based on students unaffected by conflict. This condition creates inequality, as schooling offered for these subaltern students is unreflective of their own culture and identity. The thesis addresses a gap in previous research as it looks into the influences of the school environment and the community towards subaltern students who experience conflict from students’ perspectives. Guided by the precepts of phenomenology, a post-colonial approach and Herbert Kelman’s (2006) concept of legitimate authority, the study seeks to better understand how schooling affects the identities and pathways in the society of the subaltern students. Using art-based activities, focus group discussions and in-depth interviews, current secondary students and former students who have transitioned from school to community were gathered to participate in this study. This study found that different factors in the school environment which pertain to social interactions, religious doctrines, and practices either contribute to the influence on students’ identity towards peacebuilding, insurgency, or neutral involvement with conflict. Further, the influences from the community can either support or contradict these influences. The study established that schools are institutions that can aid students to cope with the demands from the conflict-ridden community. However, most schools are inadequately equipped and informed to cater to the needs of the subaltern students.

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Bandara, Dhanuka Mr. "T.S. Eliot and the Universality of Metaphysics; a Buddhist-Hegelian critique of post-structuralist and post-colonial theory through a reading of Eliot’s poetry and criticism." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533313801703122.

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Ahluwalia, Sanjam. "CONTROLLING BIRTHS, POLICING SEXUALITIES: A HISTORY OF BIRTH CONTROL IN COLONIAL INDIA, 1877-1946." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin980270900.

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Annandale, Robert. "Historiography, post-colonial theory, and Roman North Africa, a study of the impact of cultural beliefs on historical knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62685.pdf.

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Bachechi, Kimberly N. "The Pure, the Pious and the Preyed Upon; A Celebration of Celibacy and the Erasure of Young Women's Sexual Agency." Thesis, Boston College, 2009. http://hdl.handle.net/2345/631.

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Thesis advisor: Zine Magubane
Using content analysis of the three largest United States Newsweeklies this thesis explores representations of young women's sexuality during the early 2000's. While popular culture during this period is focused on "Girls Gone Wild" causing widespread feminist concern over the "third wave's" definition of a feminist sexuality, no young women with sexual agency are presented in the magazines. Instead the women presented, who are overwhelmingly white, are either too pure to posses any information regarding sexual activities, engaged in sexual activities that they are coerced or forced into, or are celibate. The combination of these discourses expose a narrative of female empowerment through chastity that mirrors the Victorian-era ideals of white womanhood. Using post-colonial theory the thesis argues that this representation, combined with the erasure of all other alternatives is indicative of a identity crisis within the collective United Sates conscious
Thesis (MA) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology

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EMMERSON, ALLISON L. C. "A RECONSIDERATION OF THE FUNERARY MONUMENTS OF ROMAN DACIA." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187034755.

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Antoniuk, Darusia Zoriana. "Postcolonial theory and the Soviet-Ukrainian context, reading Iurii Andrukhovych's 1989 collection of army tales as a post-colonial text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0002/MQ59708.pdf.

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Santos, Carolina Correia dos. "Capão Pecado e a construção do sujeito marginal." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-09032009-174435/.

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Nos últimos anos, o Brasil tem testemunhado o surgimento de uma produção literária com características muito próprias do nosso tempo: seus autores são periféricos (favelados), sua forma e conteúdo derivam do momento de extrema violência que assola grande parte da população. Exemplar desta produção, o livro de Ferréz, Capão Pecado é primeiramente publicado em 2000. O objetivo desta dissertação é analisar o romance, compreendendo-o dentro de um escopo maior, que abarca outros setores, da arte e da política. Para isso, a teoria pós-colonial, assim como um estreito diálogo com uma parte da tradição crítico-literária brasileira são utilizadas.
In the last few years, Brazil has witnessed the appearance of one type of literary production whose characteristics are typical or our times: its authors are from the suburbs (the slums), its form and content derive from the extreme violence imposed to a great part of the population. An example of this literary production, Ferrézs book, Capão Pecado is first published in 2000. This dissertation aims at analyzing the novel, understanding that it belongs to a greater scope, that comprehends other spheres of the arts and politics. In order to do so, the post-colonial theory will be used, as well as a great deal of the Brazilian literary theory tradition.

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Modiri, Joel Malesela. "The jurisprudence of Steve Biko : a study in race law and power in the "afterlife" of colonial-apartheid." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65693.

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This study contemplates the development of a South African critical race theory (CRT) with reference to the thought of Steve Biko. From a long view, the aim of this research is to bring the insights of the Black Radical Tradition to bear on the study of law and jurisprudence with particular focus on the problem of “post-apartheid South Africa”. Working from the scene of the “afterlife” of colonial-apartheid and situated at the intersection of critical race theory (CRT) and Black Consciousness (BC), this study aims to develop an alternative approach to law and jurisprudence that could respond to the persistence of race and racism as the deep and fundamental fault-lines of post-1994 South Africa. The transition to a “new” South Africa, undergirded by the discourses of human rights, nation-building and reconciliation and underwritten by a liberal and Western constitution followed a path of change and transformation which has resulted in the reproduction of colonial-apartheid power relations. Settler-colonial white supremacy as both a structure of power and a symbolic order continues to determine, shape and organise the South African socio-economic, cultural, political, psychic and juridical landscape. This foregoing problem has remained largely unthought in the South African legal academy and therefore this research takes up the task of recalling the thought, memory and politics of Steve Biko in search of a critical and liberatory perspective that could counter dominant theoretical and jurisprudential accounts of the past and present. The study therefore explores Biko’s historical interpretation of the South African reality and his theorisation of concepts such race, identity and liberation and retrieves these in order to critique and contest both post-1994 law, society and jurisprudence as well as the faulty epistemological, historical, and ideological terms on which they are based. In the end, the study proposes to read Biko’s thought as standing in the guise of a jurisprudence of liberation or post-conquest jurisprudence which unsettles the very foundations of “post”-apartheid law and reason.
Thesis (DPhil)--University of Pretoria, 2017.
Jurisprudence
DPhil
Unrestricted

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Persson, Maria. "The charity organization and the thief: Understanding structures disabling public development in Sierra Leone." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22799.

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Recent Structural Adjustment Program (SAP) reforms promoting Foreign Direct Investment (FDI) carried out by the Sierra Leonean government has attracted foreign investors into its extractive industry. Access to natural minerals in the country has been ensured through land leases, and the government of Sierra Leone has obtained the opportunity to accumulate revenues through participation on the global market. However, despite increasing state revenues the country remains underdeveloped and unindustrialized, and faces great challenges in promoting public development within state borders. This study aims at illuminating structures of the global economic system and domestic social fabric which may hinder public development in Sierra Leone. Such structures have be illuminated through the application of a qualitative approach including field work, participating observations and open-ended interviews in Kalansogoia chiefdom during May and June 2013. The findings of this study suggest that the international structure of dependency, and domestic formal; informal; informal institutions; and social networks structures hinder public development within Sierra Leone.

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Nathani, Inayatali. "Representation of India : an empirical study of Western tourist material." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9582.

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This thesis aims to describe how Western tourist websites represents India. Although there has been much research on tourism and Western representation of India, no literature is available on how Western tourist websites represents India. This thesis uses three theories, social constructivism, post-colonial theory, and representation theory. Social constructivism is the base for this thesis. Post-colonial theory is used to find out whether the representation of India includes colonial stereotypes or no. Moreover, the representation theory is the center and the main tool to know and explain how Western tourist websites represents India. The design used is a 'case study' as case study design is compatible to explore the representations of India. The method used is a 'qualitative discourse analysis' which helps to provide a critical analysis of the description of India. Main results of this thesis are that Western tourist websites describe Indian economy as a backward economy. It is unclear whether Indian politics is described as undemocratic or democratic. Indian people are described as a mix of traditional, modern, unfree as well as free people. Indian culture is described as ancient and collective.

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Nel, Reginald Wilfred. "A missiological evaluation of measuring instruments for analysing missionary identity in a post-colonial youth ministry." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2996.

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Thesis (MTh (Practical Theology and Missiology))--University of Stellenbosch, 2005.
In this thesis I evaluate missiologically the research tools which aim to gather relevant data about missionary identity in a post-colonial youth ministry. I follow the model of doing theology called the pastoral cycle of Holland and Henriot (1983) modified for the Southern African situation. This model integrates praxis, hermeneutics and theological reflection as an ongoing process in the life of faith communities (Cochrane, De Gruchy & Petersen 1991:13). In Chapter 1, as an introduction I describe my faith commitments, participation in the mission praxis and the background of the study. In line with the qualitative nature of this study, I do not state any hypotheses, but work with a research question: How can current measuring instruments be evaluated so that they are appropriate or can be modified to gather relevant data on how a youth ministry within a post-colonial faith community regards itself in terms of its particular mission of God?

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Neron, Brittany. "White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial Connotations." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32984.

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This thesis extrapolates upon theoretical examinations of meat consumption as linked to masculinity in order to consider how meat consumption may also be connected to dominant themes in Canada’s national foundation as marked by whiteness, multiculturalism, and post-coloniality. I investigate two sets of advertisements – Maple Leaf Canada’s “Feeding the Country” commercial, and Alberta Beef Producer’s Raised Right online campaign – through employing multimodal critical discourse analysis and tenets of Stuart Hall’s theories of representations. In doing so, I argue that meat consumption is depicted in advertising as an ideologically and symbolically loaded practice that seizes upon and re-articulates greater themes of Canadian national identity in a way that denotes the nation as having overcome its racial tensions and colonial history.

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Hallberg, Virlani. "O." Thesis, Kungl. Konsthögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-200.

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The central theme of my work is systematic violence on the micro-level of everyday life, our understanding and relation to “evil”, and the conditions behind it. I wish to address the relation between these micro-levels of experience and individual action with larger questions regarding the history of modernity – the power structure and social order of the modern state and its regime of identity and identification, set against the backdrop of a haunting colonial past and post-colonial present-day reality. I understand film – the moving image – as a medium of sensory experience that appeals in a direct way to the human mind. It enables us to experience well-known or completely strange states of mind and reflect on them, thus creating new awareness of our own position and behaviours, which enable new forms of self-knowledge. Film speaks to all that is ‘unconscious’, and it makes it possible to observe human behaviour in new ways, to understand the driving forces behind individual action and the self. Fiction is for me a way to enter into these realms of reality, to bring to the foreground those aspects that are normally inaccessible, or consciously or unconsciously hidden or repressed in the name of social order or common sense – in order to then return in the form of structural violence.

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Ramos, Sefferino. "Silence, Power, and Mexicans in Willa Cather's The Song of the Lark." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/280.

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In The Song of the Lark (1915), Willa Cather does something extraordinary by presenting a well-rounded and likeable Mexican character. This is quite different from her contemporaries’ stereotypical depictions of minorities. To include immigrants in a modern novel was avant-garde and radical subject matter; and presenting a realistic, likeable Mexican character was unheard of because the colonized and immigrants were largely ignored in American literature, or deliberately overlooked. When they were included, persistent demeaning views and unflattering Mexican stereotypes were the norm. This paper seeks to explain how positively Cather depicts Mexican characters, decades before Civil Rights. Cather includes the plight of Mexicans in her novel and gives voice to those that were silenced and ignored. Even though she was a bestselling author and considered one of the best American writers of the era, she has not been properly credited for how progressive she was in her treatment of minorities. It is well documented that Cather used juxtaposition and absences in her writing to convey meaning; I build on these absences to add in rhetorical silence and connect her use of silence to the academic conversation about speech in post-colonial analyses. By contextualizing her writings within the period, I demonstrate how progressive her novels are. Even though most depictions of minorities at the turn of the century were stereotypical, Cather diverges from the racism, which makes her decades ahead of her contemporaries in including good immigrants and minorities in American literature.

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Du, Toit Vianca Franciska. "Die uitbeelding van hegemonie, identiteit en herinneringe deur die konseptuele kunstenaars Berni Searle en Jan van der Merwe / Vianca Franciska du Toit." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8686.

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This study focuses on the way in which the conceptual artists Berni Searle and Jan van der Merwe portray their respective memories of the influence of hegemony on their identity formation. Two conceptual installations of each artist, namely Looking back (1999) and Not quite white (2000) of Searle and Wag (2000) and Ontwortel (2009) of Van der Merwe, are interpreted comparatively according to the portrayal of hegemony, identity (including the artists‟ different sexual and race identities) and their memories of the historic and cultural effects of domination. The reading and interpretation of the installations are guided by the key concepts hegemony, identity and memory and are grounded theoretically from a critical post colonial perspective. Searle and Van der Merwe‟s memories of the influence of power relations and ideology on their conception of art and identity formation are addressed by contextualizing the artists within the South African context. Van der Merwe, as a white Afrikaans speaking man, initially formed collectively part of the Western patriarchate identity norm because of his historic background. His identity is in contrast with Searle‟s brown and female identity which is traditionally viewed and portrayed as different and inferior. Van der Merwe‟s memorial art is therefore mainly that of the unjustified benefiting of the white and male agents of power in contrast with Searle‟s memorial art of colonial and patriarchate domination.
Thesis (MA (History of Art))--North-West University, Potchefstroom Campus, 2013

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Abdel-Naim, Samir A. "Orientalism in transit : orientalist discourse and post-colonial theory in literary representation of Eastern Europe in Olivia Manning's The Balkan trilogy and The Levant trilogy." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494775.

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This thesis 'Orientalism in Transit' examines the literary-cultural representation of Eastern Europe within the discourse of Orientalism as pioneered by Edward Said and, subsequently, by other post-colonial theorists. It, thus, aims to push the boundaries of postcolonial theory beyond its conventional literary-critical landscape. The thesis investigates the complexity and the ambivalence of the place of Eastern Europe in some literary-cultural texts, with particular attention to The Balkan Trilogy and The Levant Trilogy. Eastern Europe emerges as a paratext, a place that is represented paradoxically as in and out of Europe. The thesis shows how Eastern Europe is subjected to a process of othering. This process, I argue, is not completely dissimilar to the Orientalising of the Saidian Orient. Ideas and concepts of otherness, gender and gendered identities, hybridity, and language are key to my analysis.

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Tiako, Djomatchoua Murielle Sandra. "Sports et Routes Migratoires : entre Imaginaires (Post) Coloniaux et Experiences Individuelles dans Fais peter les basses, Bruno! et Le Chemin de L' Amerique de Baru." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626239430252334.

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Presley, Erin Melinda Denise. "Wrestling with Father Shakespeare contemporary revisions of King Lear and the tempest /." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0319104-135906/unrestricted/PresleyE040204f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0319104-135906. Includes bibliographical references. Also available via Internet at the UMI web site.

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Al, Saad Tamy, and Anders Nyman. "New Course, New Discourse, New Racism? : Right-Wing Alternative Media in Sweden." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-14113.

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Like elsewhere in Europe, the tides of nationalist right-wing rhetoric in Sweden have become instrumental in generating a wave of anti-liberal and anti-immigration sentiments in politics and media. In particular, one branch of right-wing alternative media has become a breeding ground for normalizing such rhetoric. Does the anti-immigration stance in such media disguise racist inclinations? In this thesis we examine the discourse of three right-wing alternative media sites in Sweden to explore the possible employment of different types of racism in their articles. By taking the constructivist viewpoint and adopting the post-colonial conceptions of the 'Self' and the 'Other', racist discourse was analyzed and characterized as either biological or cultural. From these two theories, we derived concepts concerning descriptions of contemporary and ideal Swedish society that will be used as further indicators of racist discourses. In this single case study, 94 articles from Fria Tider, Nya Tider, and Samhällsnytt were analyzed on the topics of immigration, integration and crime through a qualitative content analysis. The results show that most of the articles contain cultural racist discourse.

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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30136/.

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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space. These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens. Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.

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Rodgers, Naomi Alice. "“House and Techno Broke Them Barriers Down”: Exploring Exclusion through Diversity in Berlin’s Electronic Dance Music Nightclubs." Thesis, Linköpings universitet, Tema Genus, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121659.

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Berlin is heralded worldwide as being a city that is open, innovative and diverse: a true multicultural metropolis. Music plays a central role in the city’s claim to this title. Go to any one of Berlin’s many notorious alternative nightclubs and you will hear techno, house and electronic dance music blasting out to hoards of enthusiastic partygoers. Many of these clubs and their participants claim that these parties represent diversity, acceptance, equality and tolerance: Spaces within which social divisions are suspended, difference is overcome and people are united. This ubiquitous discursive assertion is referred to in this thesis as a “diversity discourse”. This “diversity discourse” will be deconstructed and situated within a wider political context, with a specific focus on perceptions of race, ethnicity, sexuality and gender. Engaging with theories of intersectionality, post-colonial theory (looking specifically at Jasbir Puar’s important work on homonationalism) and employing qualitative methods such as in-depth interviews and autoethnographic inquiry, it will be argued that the “diversity discourse” works as a mask to conceal a reality of social segregation. Far from being sites of equality and diversity, it will be suggested that access to these nightclubs is premised on the possession of societal privilege. That being said, it will also be argued that research into EDM nightclub participation refrain from viewing these clubs within a binary framework of “good” or “bad”; Rather, they should be seen as complex sites of ambivalence, within which multiple identities are acted out and explored. The project contributes to the current body of work within the (post-) discipline of intersectional gender studies, arguing for the need for theorisations in the field to encompass notions of intersecting privilege and disadvantage.

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Touchstone, Claire Anne. "Tie-Dyed Realities in a Monochromatic World: Deconstructing the Effects of Racial Microaggressions on Black-White Multiracial University Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/211.

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Traditional policies dictate that Black-White multiracial people conform to monoracial minority status arising from Hypodescent (the “One-Drop Rule”) and White privilege. Despite some social recognition of Black-White persons as multiracial, racial microaggressions persist in daily life. Subtle racist acts (Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007b) negatively impact multiracial identity development. Since 2007, studies have increasingly focused on the impact of racial microaggressions on particular monoracial ethnic groups. Johnston and Nadal (2010) delineated general racial microaggressions for multiracial people. This project examines the effects of racial microaggressions on the multiracial identity development of 11 part-Black multiracial university students, including the concerns and challenges they face in familial, academic, and social racial identity formation. Data were analyzed through a typological analysis and Racial and Multiracial Microaggressions typologies (Johnston & Nadal, 2010; Sue et al., 2007b). Three themes arose: (a) the external societal pressure for the multiracial person to identify monoracially; (b) the internalized struggle within the mixed-race person to create a cohesive self-identity; and (c) the assertion of a multiracial identity. Participants experienced Racial Microaggressions (Sue, 2010a; Sue et al., 2007b), Multiracial Microaggressions (Johnston & Nadal, 2010), and Monoracial Stereotypes (Nadal, Wong, Griffin, Sriken, Vargas, Wideman, & Kolawole, 2011). Implications included encouraging a multiracial identity, educating the school community, and eliminating racial microaggressions and stereotypes.

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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30136/1/Alberto_Bellocchi_Thesis.pdf.

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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space. These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens. Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.

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Kalangi, Caroline. "Le Kenya National Drama Festival : identité culturelle dans un corpus dramatique anglophone et francophone." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20004/document.

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Cette étude vise à analyser la question de l’identité culturelle dans un corpus dramatique de seize textes écrits en français et en anglais par des Kenyans à l’occasion du Kenya National Drama Festival (KNDF). Tenant compte de l’histoire coloniale et du contexte post-colonial du Kenya, il s’est agi de relever dans ce corpus les marqueurs de la post-colonialité, à y identifier les thèmes majeurs et les traits constructifs de l’identité culturelle kenyane et à y déterminer les particularités culturelles. Dans une optique comparatiste, l’étude s’appuie sur les théories aussi bien post-coloniales que du théâtre. Les concepts post-coloniaux touchant la question de l’identité à travers la langue, la culture et la représentation sont identifiés et analysés dans le contexte kenyan. Pour cette raison, l’on s’est appuyé sur les travaux d’Edward Saïd, d’Homi K. Bhabha, de Chinua Achebe et de Ngugi wa Thiong’o. L’étude révèle que la population kenyane se trouve face à une multiplicité de choix culturels résultant de l’expérience coloniale, de nouvelles pratiques liées à la globalisation ainsi que des complexités et des défis de la vie quotidienne du monde moderne. Le KNDF s’avère un dispositif de sensibilisation du public aux nouveautés, de dénonciation des maux sociétaux et de promotion de normes culturelles africaines. Il apparaît ici que le recours aux langues européennes n’empêche pas de représenter des réalités culturelles locales. Le Kenya fait ainsi preuve d’une mobilité culturelle qui se manifeste dans la progression du système traditionnel vers une disposition mondialisée
This study analyszes the representation of cultural identity in sixteen drama texts written by Kenyans in English and in French for the Kenya National Drama Festival (KNDF). Considering the colonial history and the postcolonial context of Kenya, the task involved identifying the postcolonial markers within the texts, identifying major themes and traits constituting a Kenyan cultural identity and determining specific cultural identity. Using a comparative approach, the study draws from both postcolonial and theatre theories. The postcolonial concepts touching on identity through language, culture and representation are identified and analyzed in respect to the Kenyan context. For this reason, the study narrows down to the theoretical works of Edward Saïd, Homi K. Bhabha, Chinua Achebe and Ngũgĩ wa Thiong’o. The study reveals that the Kenyan population is faced with a multiplicity of cultural choices brought about by the colonization experience, the new practices associated with globalization, as well as the complexities and challenges of daily life. The KNDF proves to be an avenue for sensitizing the public on new phenomena, for denouncing societal ills and for promoting African traditional norms. It is apparent that the use of European languages does not hinder the representation of cultural reality of the local society. Kenya therefore attests to cultural mobility seen in the progression from the traditional system towards a more globalized disposition

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Jacobs, Tessa Katherine. "The Monkey in the Looking Glass: Fairies, Folklore and Evolutionary Theory in the Search for Britain's Imperial Self." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/81.

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In his groundbreaking work of postcolonial theory, Orientalism, Edward Said puts forth the idea that imperial Europe asserted an identity by constructing the character of its colonized subjects. Said writes that his book tries to “show that European culture gained in strength and identity by setting itself off against the Orient as a sort of surrogate and even underground self” (3). The object of this thesis is a related project, for it too is a search for imperial Britain’s surrogate or underground self. Yet rather than positioning this search within the British colonies, this thesis takes as its context a land and people that were at once more intimate and more alien: the races and landscapes of Fairyland. This Thesis attempts to situate the fairy folklore and literature from the Victorian era within the context of greater social and political ideologies of the age, specifically those pertaining to national identity, imperial power and race. In doing so it will analyze Charles Kingsley’s Water-Babies, Lewis Carroll’s Alice’s Adventures in Wonderland, Kenneth Grahame’s The Golden Age, George MacDonald’s The Princess and the Goblin, Charlotte Brontë’s Jane Eyre and Frances Hodgson Burnett’s The Secret Garden concluding that the British self proposed by these works was an uncomfortable manifestation, and haunted by the anxieties and discontinuities that arose as imperial Britain attempted to navigate an identity within Victorian conceptions of race and power.

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Feiler, Yael. "Nationen och hans hustru : Feminism och nationalism i Israel med fokus på Miriam Kainys dramatik." Doctoral thesis, Stockholm University, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94.

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The aim of this thesis is to elucidate the tension between feminism and nationalism in Israel and to investigate the ways by which such discursive currents mark the identities of Israeli women. The specific field of investigation is Israeli theatre, and the identities examined are dramatic characters created by the Israeli playwright Miriam Kainy. Also examined is the character of the playwright herself. Theatre is being observed as a specific field of society in which the position of women can be clarified. What kind of women characters the Israeli theatre produces is therefore a leading question for this study.

Feminist theories, focusing on gender aspects of power relations, together with the postcolonial perspective, which considers power relations by focusing on ethnicity and geopolitical aspects, provide the theoretical tools. The social constructionist viewpoint is used since it provides an appropriate understanding of important notions for the thesis, such as nation and identity, considering them as constructions created by discourse. The discourses focused upon are the national v. the feminist discourse and theatre is viewed as a discourse mediator, which is why the dramatic text is the object of the analysis. The specific method of analysis is inspired by Norman Fairclough’s critical discourse analysis.

The main part of the thesis consists of a discursive analysis of five women characters, constructed within a period of about five decades, namely between the 1950s and 1990s. Each one of these characters consists of an articulation which is considered representative of a specific time-relevant discursive struggle between the two discourses in question. One of the central assumptions of the thesis is that the Israeli national identity is thoroughly masculine. The identity problems it has been causing Israeli women since the time of the pioneers until today are clearly illuminated throughout the analysis. The conclusion emphasises that the subjectpositions being introduced by Israeli national discourse, namely the ways of being a New Jew, an Israeli, collide with those introduced by feminist discourse, i.e. ways of being an independent woman subject. Nevertheless, each and every character demonstrates creative ways of transforming the discourses by aiming at a hybrid formation.

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Dalsfoist, Kayla. "Monsters From Within and Madness From Without: Manifestations of Identity Fragmentation as a Result of Postcolonialism in Filipino American Theatre." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/267.

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This thesis explores the way in which it is possible to undermine dominant colonial power structures through the figure of the organic intellectual. In the context of this work, the figure of the organic intellectual is the Filipino American playwright, who creates characters and worlds that expose the fragmented identities of the postcolonial condition following both Spanish and American occupation. This thesis focuses on Han Ong and Ralph Peña, two Filipino American playwrights who are well suited to the role of instigating change because they embrace the cracks and fissures brought on from years of trying to reconcile disparate identities within an often insecure self and transform those disjointed regions into something beautiful, and above all, worth examining further. By creating works that allow literal embodiment of postcolonial discourse, Filipino American playwrights are able to articulate issues and foster awareness for all involved in the production of the play, whether it be through a performative or spectatorial perspective.

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Öman, Sofia. ""I wore my English like a mask" : Språk, identitet och synlighet i Ocean Vuongs On Earth We're Briefly Gorgeous." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412203.

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This essay examines the relationship between language, identity, power and visibility in Ocean Vuong’s On Earth We’re Briefly Gorgeous (2019). This is achieved by applying post-colonial theories regarding double consciousness, and the construction of an Other. Theories put forward by Spivak and Fanon are also discussed in relation to this. By looking at how language is used, both by characters and author, we can see what an immense role language playes in the construction of identity and in the establishing of power.

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Mahlomaholo, Geoffrey Mahlomaholo. "Signification of African cultural identity, individual African identity and performance in Mathematics among some standard nine African pupils in Mangaung high schools." University of the Western Cape, 1998. http://hdl.handle.net/11394/8431.

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Doctor Educationis
This study investigates how two groups of African pupils, namely the low and high performers in standard 9 mathematics classes in some high schools in Mangaung, construct meaning of their African cultural, individual African identity and performance in mathematics respectively. The observation underpinning this investigation is that social structural factors have not gained much attention in research as bases for explaining differentiated performance in mathematics, hence this study. To arrive at the findings mentioned below, the study used three quantitative instruments namely Mboya's Self-Description Inventory II (MSDI-II), Rotter's I-E scale and Tuekman's Mathematics Attitude Scale (MAS). Four hundred pupils who constituted the sample that responded to these questionnaires were controlled as to confounding variables like, gender, social class, exposure to mathematics and future aspirations relating to this subject. MSDI-II and Rotter's I-E Scale accessed data relating to signification of African individual identity while MAS and one of MSDI-Il's subscale, Maths Ability were 'triangulated' to access data relating to signification of performance in Mathematics. To triangulate findings on these two variables as well as to allow the sampled pupils' voices to be heard, discourse analysis was conducted on the open interviews with the two groups of low and high performing pupils in their respective schools. This qualitative approach also enabled the study to access information relating to signification of African Cultural Identity. No quantitative instrument was found suitable for this purpose. Although the study is careful not to make strong causal inferences between meaning construction (signification) and performance, the results show that (i) low performers are not sure about whether they are Africans or not since according to them African cultural identity implies an obsolete and primitive way of doing things. They are unable to identify with this. High performers see African Cultural Identity as involving lived experiences which challenge them to transform their despised status as Africans (ii) Low performers are not as positive as high performers about Africanness (individual identity) and (iii) they are also not positively inclined towards mathematics and their own ability to perform well therein, while high performers are very positive as they see doing well in mathematics as an act of struggle that would enable them to improve their social standing and that of other Africans. On the basis of the above the study is able to conclude that low performers construct meaning of the mentioned factors in agreement with the dominant discourses that see Africanness as being primitive, incompetent and unable to adequately comprehend the intricacies of modem day subjects like mathematics. High performers on the other hand tend to contest this negative definitions about what it means to be an African (identity, culture and performance in mathematics). They are thus positioned within counter-hegemonic ideology and discourses in as far as their meaning construction is concerned. Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable the low performers (and/or pupils at risk of failing) to adopt positive meaning making strategies of high performers. These strategies may be accompanied by enhanced positive feelings about self and what one is capable of, which may in tum also impact positively on performance in mathematics, in particular. The research further argues that this goal may be achieved through curriculum enrichment, guidance, counselling and teaching, couched in the framework of African Renaissance. Therefore further research needs to be conducted that will elaborate clearly (i) what the implications of African Renaissance are on education, teaching, learning and mathematics curriculum in particular, (ii) what are the most effective means of transferring high performers' strategies of meaning construction to the low performers in the context of African Renaissance and (iii) how to strengthen and further sustain the positive meaning making strategies among high performers. Recommendations relating to curriculum enrichment in the context of Curriculum 2005 and Outcomes Based Counselling are also made as well as suggestions for future relevant research based on the concepts generated in this research.

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Frisch, David M. "Proceduralizing Privilege: Designing Shakespeare in Virtual Reality and the Problem with the Canon." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2491.

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This thesis focuses on the development of the first project for FIU’s ICAVE, The Globe Experience, presented as part of the “First Folio! The Book That Gave Us Shakespeare” exhibit during February, 2016. The thesis is divided into two parts. The first part is the project itself: a virtual reality recreation of going to The Globe Theater to see a play by William Shakespeare. The second part examines the digital project and outlines how Walter Benjamin and postcolonial theorists influenced the design of The Globe Experience, resulting in, what I call, a “temporally and spatially disjointed London.” From this examination, the thesis goes on to question the role of canonical literature in the humanities. I go on to make the argument that the design decisions made in recreating The Globe reveals the ways in which canonical literature can reinforce and support hierarchical ideologies which can impede student learning.

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Hansen, Thim. "The UN in Mali, a consolidating or fragmenting actor?" Thesis, Linköpings universitet, Statsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167625.

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This thesis focus on the UN-led peacekeeping mission in Mali (MINUSMA) and how the United Nations Security Council (UNSC) has undertaken this in its resolutions. The importance to study this subject and statebuilding efforts, such as MINUSMA, is due to that a failed statebuilding may result in potential international consequences. This is the case in Mali where terror- and criminal organizations now roam free in large parts of the country where these organizations may plan their operations, including international terror attacks. Therefore, this study will research how the UNSC has positioned itself regarding the potential explanations to the outcomes of statebuilding, the statebuilder´s dilemma, and dividing structures. To conduct the analysis of the resolutions, a qualitative document analysis has been conducted. For understanding the context in Mali and the aftermath of the resolutions, secondary data analysis has been used. The conclusions for this thesis are that the UNSC has taken a middle way in the context of the statebuilder´s dilemma and dividing structures, but that the UNSC also shows a great loyalty towards the Malian state and not vice versa as the dilemma debates. The objective is to shine a light on the UN peacekeeping missions in an attempt to influence how they are carried out since improvement is needed.

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Nair, Jacquelyn. "“NEITHER WITH THE OPINIONS OF THE GREEKS NOR WITH THE CUSTOMS OF THE BARBARIANS”: THE USE OF CLASSIC GREEK IMAGERY IN EARLY CHRISTIAN LITERATURE." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1377618049.

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Santos, Carolina Correia dos. "Às margens: um estudo ao redor de Os Sertões, Native Son e Cidade de Deus." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-30012014-101011/.

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Este trabalho se dedica a Os Sertões (1902), de Euclides da Cunha, Native Son (1940), de Richard Wright, e Cidade de Deus (1997), de Paulo Lins. Buscando construir-se uma leitura crítica criativa, esta tese utiliza o método comparativo de forma a possibilitar que novos aspectos das obras surjam, assim como os elementos hegemônicos e contra-hegemônicos que as constituem, e as suas fortunas críticas. Partindo do entendimento de que os textos críticos e literários sempre se situam num campo maior, político, o presente estudo visa compreender as relações estabelecidas entre as obras, a crítica, a nação e o Estado. Com esse objetivo, além dos textos de Euclides, Wright e Lins, e de algum das respectivas críticas, outras disciplinas e seus teóricos serão mobilizados; entre eles (mas não só): Gayatri Chakravorty Spivak, Ranajit Guha, Gilles Deleuze, Felix Guattari e Jacques Derrida.
This dissertation looks at the work of Euclides da Cunha\'s Os Sertões (1902), Richard Wright\'s Native Son (1940) and Paulo Lins\'s Cidade de Deus (1997). It seeks to be a creative reading of the books and their critical fortune by way of a comparative approach, ultimately allowing new aspects, such as hegemonic and counter-hegemonic elements, to come to the fore. The basis of this study is that literary and critical texts are all inserted in a greater political field. This research draws upon neighboring disciplines and theorists such as: Gayatri Chakravorty Spivak, Ranajit Guha, Gilles Deleuze, Felix Guattari and Jacques Derrida.

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Olsson, Sofie. "Interkulturell samlevnadsundervisning? : En textanalytisk undersökning av två läromaterial inom sex- och samlevnadsområdet." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3030.

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This paper is intending to examine the intercultural aspects of two teaching aids used in Swedish schools today. How does the material take the students prerequisite in consideration? Is every student included in the material in order with the standpoint and laws in the Swedish school system? And if they are not, who is the outsider in this occasion? With intercultural pedagogy lies the idea that everyone is unique and that teachers has an opportunity to develop and make student grow mentally. Intercultural endeavor is to learn to accept our differences and see them as assets instead. The theory’s used in this paper in mostly the postcolonial theory with its dividing between "us" and "the others".

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Banda, Roselyn Chigonda. "EVERY WOMAN HAS A STORY: NARRATIVES OF SOUTHERN AFRICAN WOMEN IN U.S. HIGHER EDUCATION." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429373672.

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Miller, Marian RC. "Building Bridges to Transcend Borders: Radical Transnational Feminist Praxis in Response to US Systems of Incarceration and Violence." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/257.

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This thesis explores the structures of white supremacist capitalist patriarchy as embodied in US systems of oppression and violence both within the United States and in El Salvador. As the United States illegally funded and trained the Salvadoran military during its 1978-1992 civil war, it simultaneously transformed the domestic prison system into one of mass incarceration, torture, and social death. In examining both policies, their roots in violence, racial capitalism, and gendered oppression emerge. Furthermore, by focusing the examination within a gendered lens, the potential of such methods of resistance such as radical transnational feminist praxis come to the forefront as today’s most integrated method of tearing down such pernicious systems of violence. As this thesis connects the dots between seemingly disparate structures of exclusion and incapacitation, the global levels of both infrastructural violence and feminist resistance surface.

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Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.

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Alexander, Amanda S. "Collaboratively Developing a Web site with Artists in Cajamarca, Peru: A Participatory Action Research Study." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276529007.

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Garrouste, Christelle. "Determinants and Consequences of Language-in-Education Policies : Essays in Economics of Education." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7198.

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This thesis consists of three empirical studies. The first study, Rationales to Language-in-Education Policies in Postcolonial Africa: Towards a Holistic Approach, considers two issues. First, it explores the factors affecting the choice of an LiE policy in 35 African countries. The results show that the countries adopting a unilingual education system put different weights on the influential parameters than countries adopting a bilingual education system. Second, the study investigates how decision makers can ensure the optimal choice of language(s) of instruction by developing a non-cooperative game theoretic model with network externalities. The model shows that it is never optimal for two countries to become bilingual, or for the majority linguistic group to learn the language of the minority group, unless there is minimum cooperation to ensure an equitable redistribution of payoffs. The second study, The Role of Language in Learning Achievement: A Namibian Case Study, investigates the role played by home language and language proficiency on SACMEQ II mathematics scores of Namibian Grade-6 learners. HLM is used to partition the total variance in mathematics achievement into its within- and between-school components. Results show that although home language plays a limited role in explaining within- and between-school variations in mathematics achievement, language proficiency (proxied by reading scores) plays a significant role in the heterogeneity of results. Finally, the third study, Language Skills and Economic Returns, investigates the economic returns to language skills, assuming that language competencies constitute key components of human capital. It presents results from eight IALS countries. The study finds that in each country, skills in a second language are a significant factor that constrains wage opportunities positively.

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Dissertations / Theses on the topic 'Post colonial theory'

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