Tesis sobre el tema "Critics of coloniality"
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Bello, Urrego Alejandra. "La gestion moderne de la souffrance : généalogie du corps souffrant en Colombie". Electronic Thesis or Diss., Paris 8, 2018. http://www.theses.fr/2018PA080132.
Paradoxically, being controlled and disciplined by the medical institution is a privilege, since only some people can access it. This paradox constitutes the starting point: to explore the relationship between the processes of construction and management of the suffering body and the configuration of a particular form of power, as it is expressed in the development of modern medicine in Colombia; and to establish the genealogy of an imperial governmentality based on the medical predation of bodies.This work tries to demonstrate the leading role of the global circulation of discourses on the sick body in the naturalization of a global and colonial distribution of suffering. The construction and management of this body, coordinated on a global scale, continue to naturalize this distribution guaranteeing that suffering is effectively inscribed in the bodies. This dosage of suffering conditions a properly modern ontological system defined on a scale that goes from the human to the object.The conceptual and methodological framework from which this problem is addressed is an attempt to answer the question: how to criticize modernity through the tools of modern episteme (mainly within the knowledge known as academic)? For this, this analysis frames dialogues with the ways of thinking of: black feminism, feminism of the third world of the United States, decolonial turn, and Latin American anti-racist feminisms. This analysis is also inspired by the Andean epistemological perspective (the science of Aymara-Quechua weaving). Additionally, this work dialogues with postcolonial studies on medicine and with the history of emotions.3
Moors, Amkiram. "“O Brave New World, That Has Such Critics In’t”: An Argumentative Essay on Criticism of The Tempest". Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99794.
Majozi, Nkululeko. "Theorising the Islamic State: A Critical Global South Decolonial Perspective". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63618.
Mini Dissertation (MSS)--University of Pretoria, 2017.
National Research Foundation (NRF)
Political Sciences
MSS
Unrestricted
Hugo, Pieter Hendrik. "Between wilderness and number : on literature, colonialism and the will to power". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1947.
The eras of colonial expansion and the era designated the modern have been both chronologically and philosophically linked from the commencement of the Renaissance period and Enlightenment thought in the 15th century. The discovery of the New World in 1492 gave impetus to a new type of literature, the colonial novel. Throughout the development of this genre, in both its narrative strategies and the depiction of the colonist’s relationship with the foreign land he now inhabits, it has been both informed and formed by the prevailing philosophical atmosphere of the time. In the context of this discussion it is particularly interesting to note what might be termed the level of regression of the modern ideal, and how it is reflected in the colonial novels written at the time. Commencing with the essentially optimistic Robinson Crusoe and The Coral Island, and progressing through the far darker imaginings of Heart of Darkness, Lord of the Flies, and eventually Apocalypse Now and Blood Meridian, it is possible to trace the effects of the declining power of Enlightenment thought. Whereas earlier texts deal quite unambiguously with the issue of the Western subject’s subjugation of both the foreign environment and the foreign subjects he encounters there, and the relation between subject and object remains quite uncomplicated, in later, more self-reflexive texts the modern subject’s relationship with both the alien land and alien people becomes far more problematic. Later texts such as Heart of Darkness and Lord of the Flies depict a world where the self-assurance of early texts is strikingly absent. Increasingly, as the initial self-confidence of modernism is eroded, secular moral values, too, come to be questioned. It is here that the works of Nietzsche come to play a prominent role in the analysis of how such a decline in modern confidence is reflected in later colonial works. Even later works such as Apocalypse Now and Blood Meridian provide a view of the colonial enterprise that is in striking contrast to the optimism of early texts. The chronological progression of texts dealt with here, spanning an era of almost three hundred years prove to be reflective, to a large degree, of the decline of modernity and the effects of this on the colonial enterprise as depicted in the colonial genre.
Goura, Tairou. "Globalization, Critical Post-colonialism and Career and Technical Education in Africa: Challenges and Possibilities". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/603.
Thomas, Elizabeth. "An investigation of colonialism in the novels of Nadine Gordimer and Anita Desai". Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2089.
The purpose of this study is to investigate colonialism in the novels of Nadine Gordimer and Anita Desai. A further purpose is to introduce these two major writers to a wider audience, thereby illuminating not only their work but also the artistic, social and moral assumptions on which it rests. A comparative study of the novels of Gordimer and Desai shows how these writers, from socially and culturally different countries, reflect and explore colonialism. By locating this phenomenon of world history in Post-Colonial Literary Studies the project calls for a discussion of the various critical models of post-colonial writing. In consequence, the study moves beyond the dichotomy of east-west and centre-periphery to a reading of Gordimer's and Desai's novels at several levels, with a particular focus on India's special experience of colonialism - both at home and abroad -and Gordimer's status as a white South African. From this perspective evolves the notion that Desai and Gordimer reveal through their texts patterns of similarity and difference in their respective colonial encounters. If we were to search for a writer from Africa whose being and writing have been directly involved with issues pertaining to the historical phenomena of colonialism and race struggle over an extended period, then Gordimer must be the ideal candidate. She is a writer deeply bound up with the multiple phases and consequences of South African apartheid. Also, she is someone who tries to go beyond history to depict the conscience of the age by writing about the human condition in times of terror and fear. A contemporary analysis of the human condition is a concern that Gordimer and Desai share as writers of fiction. The agony of a post colonial India that tries to liberate itself from the dialectic of history is reflected in Desai's novels in the framework of "difference on equal terms". This places her in the "second generation" of lndo-English writers who write from the hybridised and syncretic view of the modern world that celebrates cultural cross-pollination. A special achievement of Gordimer and Desai is to succeed in powerfully portraying female characters in a rapidly changing world, though each writer explores the place of women in society from her own cultural perspective. Writers are transmitters of their cultures. A study of this kind, I hope, will help to stimulate interest and enjoyment in the reading of South African and Indian literature and thus strengthen the literary bond of understanding between the two countries.
Strand, Mia. "From Development Aid to Development Partnerships – the End of Coloniality? Critical discourse analysis of DFID's development partnership with South Africa". Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/32110.
Fagan-Cannon, Amy L. "Culinary Tourism with Anthony Bourdain: Cultural Colonialism, Masculinity and the Exotic "Other"". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/Fagan-CannonAL2009.pdf.
Ganoe, Kristy L. "Mindful Movement as a Cure for Colonialism". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367936488.
Olwage, Grant. "Music and (post)colonialism : the dialectics of choral culture on a South African frontier". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007717.
Merino, Roger. "Law as field of critique and power. The politics of legal theory from Latin America". Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117292.
Los marcos teóricos dominantes que definen los límites ontológicos y epistemológicos de la teoría legal han marginalizado o excluido visiones alternativas sobre la justicia y la organización social. Además, y a pesar de estar profundamente arraigados a una matriz política e ideológica determinada, estos marcos teóricos han pretendido oscurecer el rol de lo político en la definición de su base conceptual. La perspectiva teórica que se desarrolla en el presente artículo, y que es parte de una larga tradición de teorías críticas (en plural), busca revelar la profunda relación entre el Derecho y la Política, y reformularla analíticamente para proponer una visión amplia sobre la teoría legal desde América Latina.
Da, Costa Dinis Fernando. "A critical analysis of colonial and postcolonial discourses and representations of the people of Mozambique in the Portuguese newspaper ‘O Século de Joanesburgo’ from 1970-1980". Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/3885.
The aim of this thesis is to probe how Mozambican people were represented or constructed in the colonial and post-colonial periods through the columns of the Portuguese newspaper, ‘O Século de Joanesburgo’. The study examines a corpus of 58, 070 tokens (consisting of 100 articles, 50 for colonial and 50 for postcolonial periods), which were systematically selected from the political, sport, letters to the reader and editorial domains published from 1970 to 1980. The analytical framework for this study is threefold. It is informed by corpus linguistics (CL) as described by, amongst others, McEnery and Wilson (1996/2001) and Bennett (2010); critical discourse analysis (CDA), in particular the work of Van Dijk (1996; 2003), Wodak (1995; 2011) and Wodak and Meyer (2009) and multimodal discourse analysis (MDA) as used by Kress and van Leeuwen (1996; 1998; 2006), Kress (2010) and Machin and Mayr (2012)
Fagan, Henry Allan. "The wider KwaZulu-Natal region circa 1700 to the onset of colonialism: a critical essay on sources and historiography". Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32619.
Karlsson, Fredrik. "The Meeting of Childhood and Colonialism in William Blake’s Songs of Innocence and of Experience". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66163.
I Songs of Innocence and of Experience visar William Blake på motsättningarna mellan barndom och de vuxnas värld. Denna uppsats kopplar detta tema till kolonialism, en annan framstående social fråga som behandlas i diktsamlingen. Syftet med denna uppsats är att besvara frågan om vad skillnaden blir när det är ett svart barn istället för ett vitt som framställs i dikterna. Genom att först analysera hur barn i allmänhet framställs, följt av en kort diskussion om hur Blake hanterar problemet med kolonialismen leder denna uppsats fram till en avslutande diskussion kring vad som händer när två stora teman som barndom och kolonialism möts. Den avslutande diskussionen framhäver att genom Blakes användande av ironi så gör han den samtida polariseringen av orden ”svart” och ”vit” till åtlöje. Den svarta pojken i ”The Little Black Boy” blir Blakes perfekta symbol för att kritisera de samtida frågorna kring barns utsatthet och kolonialism i en och samma dikt.
Bisogno, Giulia <1992>. "China in Africa: Win-Win cooperation or a new colonialism? The Western criticism against China's role in sub-Saharan Africa". Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14799.
Nicolaas, Buitendag. "States of Exclusion : A Critical Systems Theory Reading of International Law". Kyoto University, 2020. http://hdl.handle.net/2433/258981.
Greta, Bühring. "#DeleteFacebook and Hashtag Activism in a Perspective of Critical Discourse Analysis". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43818.
Olschewski, Gerit Judith Rebekka. "Reconciliation: Reproducing the Status Quo? : A Critical Discourse Analysis on the Politics of Reconciliation in Canada". Thesis, Malmö universitet, Malmö högskola, Institutionen för globala politiska studier (GPS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18495.
Herrell, Jasmyn. "Colonialism and Globalism in Two Contemporary Southern Appalachian Novels - Serena (2008) by Ron Rash, and Flight Behavior (2012) by Barbara Kingsolver". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/573.
Poonamallee, Latha. "FROM THE DIALECTIC TO THE DIALOGIC: GENERATIVE ORGANIZING FOR SOCIAL TRANSFORMATION – A COMPARATIVE CASE STUDY IN INDIA". online version, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1145044613.
Waara, Oskar. "Sustainable Development on Colonised Land : A Critical Discourse Analysis of the Sustainability of Wind-Power". Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324544.
Lu, Tsung Che. "Constructing Taiwan: Taiwanese Literature and National Identity". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248416/.
Sabzalian, Leilani. "Beyond "Business as Usual": Using Counterstorytelling to Engage the Complexity of Urban Indigenous Education". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19715.
Zyto, Julia. "Turism under ansvar. : En kvalitativ studie om upplevelsen av att arbeta med CSR-frågor inom reseindustrin". Thesis, Linköping University, Department of Social and Welfare Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20827.
The focus of this essay is set on a number of processes that affect the challenges of the tourist trade, to be more precise – an analysis of the attitudes towards tourism and sustainability within this line of business – from an ethical and moral as well as social view. These issues are examined with reference to the concept of CSR (Corporate Social Responsibility). Thus, acquaintance with theories of social constructivism, post colonialism, globalisation and global civil society is essential in order to understand the analysed material. The essay is mainly based on the outcome of qualitative interviews with various kinds of persons working with CSR related questions. Another material source has been the websites of a number of tour operators. The method used is the critical discourse analyse. The material presents a few specific themes:
”Confusion of ideas”, ”The experience of being examined in your branch of business”, ”For whom is this any good – who cares?”, ”To feel involved and participate” and ”Co-operation – the right track to follow”. By giving emphasis to the complexity of the work concerning CSR issues related to the travel industry the author of this essay tries to increase the understanding of the challenges that face the tourist trade.
Björkman, Milly y Mi Ståhl. ""Jag mår bra, allt är perfekt" : En kritisk diskursanalys i hur Aftonbladet framställde en terrormisstänkt man". Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52898.
Ximenes, Ana Karolina Pessoa Bastos. "Saberes ancestrais indÃgenas dos Tapebas de Caucaia-Ce.: contribuiÃÃes e diÃlogos com a educaÃÃo ambiental dialÃgica". Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8349.
A EducaÃÃo Ambiental DialÃgica busca a inserÃÃo dos saberes populares na construÃÃo de uma prÃxis crÃtica, reveladora de uma nova forma de conceber o conhecimento. Dessa forma, os indÃgenas, diante de sua tradiÃÃo cultural ancestral, mostram que tÃm muito a colaborar com a tessitura de prÃticas educativas ambientais. Nesta pesquisa tenho como objetivo discutir como os saberes ancestrais dos Tapeba de Caucaia (CE) podem contribuir e dialogar com a EducaÃÃo Ambiental DialÃgica. Nesse sentido, esta pesquisa nasceu com o propÃsito de colocar em cena e em relaÃÃes igualitÃrias as lÃgicas, prÃticas e modos culturais diversos de pensar, atuar e viver desse povo, de modo que possamos atentÃ-las de forma solidÃria. A pesquisa à qualitativa (MINAYO, 2007), de carÃter etnogrÃfico (GEERTZ, 2008). A maior coleta de dados se deu a partir da relaÃÃo, do estar com eles, dentro de suas realidades. Ainda assim, contei com a realizaÃÃo de entrevistas, narrativas orais e do CÃrculo DialÃgico (FIGUEIREDO, 2012), resultado da alianÃa entre o CÃrculo de Cultura proposto por Paulo Freire e o CÃrculo DialÃgico-Afetivo EcobiogrÃfico, sinteticamente chamado de CÃrculo EcobiogrÃfico, abordagem construÃda por Ferreira (2011). Paulo Freire està enraizado em todas as partes deste trabalho, por meio de suas contribuiÃÃes teÃricas e prÃticas. A EducaÃÃo Ambiental DialÃgica (FIGUEIREDO, 2007) toma para si os aportes deixados por esse autor e dialoga com a EducaÃÃo Ambiental CrÃtica para, assim, nascer de maneira sÃlida e sensÃvel ao cenÃrio educacional, social e polÃtico. A Perspectiva Eco-Relacional, desenvolvida por Figueiredo (2007), aponta para o horizonte da relaÃÃo afetiva com o ambiente. Ciampa (2004; 2005) deu preciosa contribuiÃÃo ao servir de suporte para a reflexÃo e entendimento sobre a questÃo da identidade. Por sua vez, AnÃbal Quijano (1993; 2005; 2010), Walsh (2008) e Figueiredo (2009; 2010) foram essenciais para a discussÃo acerca da colonialidade/descolonialidade. Jà para tratarmos a respeito da Interculturalidade CrÃtica, servimo-nos dos aportes deixados por Walsh (2008), Fleuri (1998), Figueiredo (2009b). Como contribuiÃÃo da Ancestralidade Tapeba para o fazer e o pensar em EducaÃÃo Ambiental DialÃgica, podemos dizer que os saberes ancestrais ultrapassam o entendimento de meros registros histÃricos e sÃo sentidos como guardiÃes da sabedoria de todo um povo, conotando, tambÃm, ensinamentos para a convivÃncia em grupo. Esses saberes revelam que o trato com o ambiente deve se dar de forma afetiva a partir do respeito, do cuidado e da valorizaÃÃo. AlÃm disso, a Ancestralidade Tapeba acredita numa relaÃÃo horizontal entre todos os elementos da natureza, na qual o amor à cultivado, sendo todos essenciais a uma vida em harmonia. O TorÃ, por sua vez, à um exemplo de coesÃo, organizaÃÃo dos participantes e sua conexÃo com a espiritualidade, fundamental para uma prÃtica educativa nesse Ãmbito. Os indÃgenas tÃm a sabedoria e a paciÃncia de acatar o tempo natural do ciclo da vida, esperando o melhor momento para realizar suas atividades de pesca, caÃa e plantio. AlÃm disso, ensinam a ter o ambiente como parceiro, demonstrando preocupaÃÃo com as geraÃÃes futuras.
Dialogic Environmental Education seeks to include indigenous values and knowledge in the construction of a critical praxis that reveals a new way of conceiving knowledge. In this manner, indigenous peoples, given their ancient cultural tradition, can contribute greatly to the fabric of environmental educational practices. In this thesis I discuss how the ancient knowledge of the Tapebas located in Caucaia (CE) can contribute and dialogue with Dialogic Environmental Education. In this manner, this research project was born out of the intent to apply egalitarian logical relations to diverse cultural practices and ways of thinking, acting, and living as a means of approaching these relations in a unified and supportive fashion. The research is both qualitative (MINAYO, 2007) and ethnographic (GEERTZ, 2008). For the most part, data collection occurred through the development of a relationship with the Tapebas, within their daily living conditions. At the same time, I also utilize interviews, narratives, and the âDialogic Circleâ (FIGUEIREDO, 2012), a juxtaposition of the Cultural Circle proposed by Paulo Freire and the Ecobiographical Affective-Dialogic Circle (a term frequently shortened to âEcobiographical Circleâ) (FERREIRA, 2011). This research project is indebted to Freireâs practical and theoretical contributions. Environmental Dialogic Education (FIGUEIREDO, 2007) not only utilizes his theoretical background, but it also dialogues with Critical Environmental Education in order to be accurately applied to a given socio-political and educational setting. The Eco-Relational Perspective developed by Figueiredo (2007) combines the affective relationship perspective with the environment. Ciampa (2004; 2005) has also made an important contribution by establishing the basis for reflecting and understanding the concept of identity. Additionally, AnÃbal Quijano (1993; 2005; 2010), Walsh (2008), and Figueiredo (2009; 2010) were of paramount importance to the discussion of coloniality/decoloniality. Finally, in order to approach Critical Interculturality, this study benefits from the theoretical background offered by Walsh (2008), Fleuri (1998), and Figueiredo (2009b). Ancestral Tapeba contributions regarding acting and thinking in Dialogic Environmental Education are essential for harmonious living in three ways. First, ancient knowledges go beyond mere historical registers and are stores of knowledge for an entire people; these different forms of knowledge also act as guidelines for community cooperation. Second, the Tapeba create an affective relationship with the environment stemming from respect, care, and valorization. Finally, Tapeba ancestry believes in a horizontal relationship between all elements of nature in which love is cultivated. In this context, the Torà ritual is an example of cohesion, participant organization, and spiritual connection, all essential values to such an educational practice. In addition to demonstrating patience and knowledge in daily activities such as fishing, hunting, and harvesting, the Tapebas teach us how to coexist with the environment by expressing concern with future generations.
Hudspeth, Logan Matthew. "Rulers, Rhetoric, and Ray-Guns: A Post Colonial Look at 90's Alien Invasion Media". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1439.
Lafferty, Janna L. "Plant Pedagogies, Salmon Nation, and Fire: Settler Colonial Food Utopias and the (Un)Making of Human-Land Relationships in Coast Salish Territories". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3863.
Nyoni, Triyono Johan. ""It's the Englishness" : Bildung and Personality Forming as Postcolonial Criticism in Tsitsi Dangarembga’s Nervous Conditions". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95354.
Stotesbury, John A. "Apartheid, liberalism and romance : a critical investigation of the writing of Joy Packer /". Doctoral thesis, Umeå (Sweden) : Umeå university, 1996. http://catalogue.bnf.fr/ark:/12148/cb36972376r.
Nel, William Nico. "Developing a model of education support for the Khomani San School community". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1812_1307511654.
The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community?
FARIAS, ?rsula Pinto Lopes de. "Para al?m do ?b?-a-ba?, ?B? de Brasil, ?A? de ?frica: rela??es ?tnico-raciais nos anos iniciais do ensino fundamental". Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1718.
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The teaching of african and african-brazilian history and culture became obligatory in Brazil as of promulgation of Law n? 10.639/2003, result of coordinated action of black social movements that gained strenght in post-military dictatorship in the country. The present dissertation talks about the implementation of the reffered law in the city of Belford Roxo, localted in the Metropolitan area of Rio de Janeiro, with a specific angle to the early years. The principal objective of the search was analyze the position of the elementar school teachers (1? to 5? of elementar school), of public schools of Belford Roxo, in relation to ethnic and racial issues, as signaling the Law n? 10.639/2003. For that was analyzed the documents relating to the implementation activities of legislation in the city and the curriculum proposal. Beyond this documental analysis, two managers responsible for the implementation of the legislation, and fifteen early years teachers were interviewed, with a semi-structured questions technique. The collected data analysis was based on the theoretical framework structured on the position of authors which discuss about the relation between Modernity and Coloniality, and a critic interculturality. The search revealed that eurocentric point of the world interfere on the choices about the contentes, african history and the brazilian black people; Only after the law promulgation above, the early years teachers began to pay attention to the ethnic-racial relations and to the african continent and black people in our country history; the lack of formation and information, the racis and the religious prejudice are the main problems to the law implementation. Beyond these results, also it became evident the inductive role of the municipal board of education for the treatment of the issue. Although this role, the relationship with teachers, for the implementation of public policies on education, is weak and shows that it is far from democratic, because the teacher doesn?t participate in the discussion and implementation process, relegated him the executor role. So many questions were made in the course of this research and shows that others need to be made to we?ll understand the impact of the Law n?10.639/2003 on the brazilian education in all instances.
O ensino de hist?ria e cultura africana e afro-brasileira tornou-se obrigat?rio no Brasil a partir da promulga??o da Lei n? 10639/2003, fruto da articula??o dos movimentos sociais negros que ganharam for?a no per?odo p?s-ditadura militar no pa?s. A presente disserta??o trata da implementa??o da referida lei no munic?pio de Belford Roxo, localizado na regi?o metropolitana do Rio de Janeiro, com um olhar espec?fico para os anos iniciais. O objetivo principal da pesquisa foi analisar o posicionamento dos professores e professoras dos anos iniciais do ensino fundamental (1? ao 5? ano do ensino regular), da rede municipal de Belford Roxo, em rela??o as quest?es ?tnico-raciais, conforme sinaliza a Lei n? 10.639/2003. Para isso foram analisados documentos referentes ?s atividades de implementa??o da legisla??o no munic?pio e a Proposta Curricular. Al?m dessa an?lise documental dois gestores respons?veis pela implementa??o da legisla??o, em dois governos distintos, responderam a um question?rio semifechado, e foram entrevistados quinze docentes dos anos iniciais, com um instrumento de quest?es semiestruturadas, A an?lise dos dados coletados foi feita com base no referencial te?rico estruturado no posicionamento de autores que discutem a rela??o da Modernidade com a Colonialidade, e a interculturalidade cr?tica. A pesquisa revelou que uma vis?o euroc?ntrica do mundo interfere na escolha de conte?dos e na interpreta??o da hist?ria da ?frica e do negro no Brasil; somente a partir da promulga??o da lei supracitada, os docentes dos anos iniciais come?aram a atentar para as rela??es ?tnico-raciais e para a hist?ria do continente africano e dos negros em nosso pa?s; a falta de forma??o e informa??o, o racismo e o preconceito religioso s?o os principais problemas para a implementa??o da lei. Al?m desses resultados, tamb?m ficou evidente o papel indutor da secretaria municipal de educa??o para o tratamento dado a quest?o. Apesar desse papel, a rela??o com os docentes, para a implementa??o de pol?ticas p?blicas de educa??o, ? fr?gil e demonstra que est? longe de ser democr?tica, pois o docente n?o participa do processo de discuss?o e implementa??o, ficando a ele relegado o papel de executor. Muitas quest?es foram colocadas no decorrer dessa pesquisa e indicam que outras precisam ser feitas para entendermos o impacto da Lei n? 10639/2003 na educa??o brasileira em todas as suas inst?ncias.
Beltran, Carlos José Beltrán. "“O CRISTO AFOGADO: UMA NÃO-CRISTOLOGIA” RELIGIÃO, LITERATURA E PÓS-COLONIALISMO". Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1571.
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This dissertation seeks to deepen a crisis within theological liberation perspectives starting from postcolonial discourse. Liberation theology had promoted a profound revolution in third world theological studies since 1970. To continue this revolution we will read Gabriel Garcia Marquez “El ahogado más hermoso del mundo” (1968), analizing and assessing its cultural and political strategies. In order to accomplish this task we need to go beyond the secular/religious binary vision that divides the world into religious and non religious ideas/practices. We need a unified vision that comprehends the worldliness of those realities categorized as “religious” as well as those categorized as “non-religious”. Theology and Religious Studies, as the scientific discourse dealing with the economy of the exchange within world visions, practices and consciousness marked by a certain inherent mystery, have a fundamental roll in comprehending, evidencing, articulating and making available these cultural forces. The perception of existing symbols related to Jesus-Christ within this story gave us a path for the analyses, although we were not caught up within the disciplinary constraints implied in christological thinking. At the same time, there were no possibility of leaving untouched the imperial/colonial relation inherent to images and discourses on Jesus-Christ. We therefore build up a theoretical structure that could explicit the values, gestures and worldly horizons of GarcíaMárquez’s literary writing, being Christological or non Christological. We looked forward the destabilization of traditional frameworks of Theology and Religious Studies; destabilization of GarcíaMárquez writing as literature; and destabilization of the colonial/imperial geography which postulates the fictional realism of territories such us “Latin America”. We opened up a theoretical space that reads the story as a “non-christology”, displacing the disciplinary and classificatory imprisonment of the elements involved in the analysis. Critical works of Edward Said, Homi Bhabha and GayatrySpivak, as well as the critical works of Asian, African and Latin American feminist theologians shall enunciate the political emancipatory scenario that we will denominate theological secular criticism.
O objetivo dessa tese é aprofundar, a partir do discurso pós-colonial, uma crise na perspectiva teológica da libertação. Esta promoveu, na década de 1970, uma reviravolta nos estudos teológicos no terceiro mundo. Para tanto, leremos um conto de Gabriel García Márquez chamado “El ahogado más hermosodel mundo” (1968) analizando e avaliando as estratégias políticas e culturais ali inscritas. Para levar a frente tal avaliação é preciso ampliar o escopo de uma visão que divide o mundo em secular/religioso, ou em ideias/práticas religiosas e não religiosas, para dar passo a uma visão unificada que compreende a mundanalidade, tanto do que é catalogado como ‘religioso’ quanto do que se pretende ‘não religioso’. A teologia/ciências da religião, como discurso científico sobre a economia das trocas que lidam com visões, compreensões e práticas de mundo marcadas pelo reconhecimento do mistério que lhes é inerente, possuem um papel fundamental na compreensão, explicitação, articulação e disponibilização de tais forças culturais. A percepção de existirem elementos no conto que se relacionam com os símbolos sobre Jesus/Cristo nos ofereceu um vetor de análise; entretanto, não nos deixamos limitar pelos grilhões disciplinares que essa simbologia implica. Ao mesmo tempo, esse vínculo, compreendido desde a relação imperial/colonial inerente aos discursos e imagens sobre Jesus-Cristo, embora sem centralizar a análise, não poderia ficar intocado. Partimos para a construção de uma estrutura teórica que explicitasse os valores, gestos, e horizontes mundanos do conto, cristológicos e não-cristológicos, contribuindo assim para uma desestabilização dos quadros tradicionais a partir dos quais se concebem a teologia e as ciências da religião, a obra de García Márquez como literatura, e a geografia imperial/colonial que postula o realismo ficcional de territórios como “América Latina”. Abrimos, assim, um espaço de significação que lê o conto como uma “não-cristologia”, deslocando o aprisionamento disciplinar e classificatório dos elementos envolvidos na análise. O discurso crítico de Edward Said, Homi Bhabha e GayatriSpivak soma-se à prática teórica de teólogas críticas feministas da Ásia, da África e da América Latina para formular o cenário político emancipatório que denominaremos teologia crítica secular.
Cannerstad, Kim. "Transmedicalism : A critical discourse analysis on transnormativity in online discussion websites and publishing platforms". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85924.
Ikobwa, James Meja Lusava. "Gedachtnis und Genozid im zeitgenossischen historischen Afrika-Roman". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79894.
ENGLISH ABSTRACT: Remembrance and Genocide in the Contemporary German historical Africa-Novel In view of the role that literature plays in the remembrance of the Holocaust and in consideration of postcolonial approaches to interpreting the present in relation to the past, this study investigates the questions of remembrance and genocide in the contemporary German historical novel set in Africa. For this purpose, five historical novels will be analyzed. Three of them portray the colonial extermination of the Herero and Nama in German South-West Africa (1904-1907). These are: Gerhard Seyfried’s Herero (2003), Jürgen Leskien’s Einsam in Südwest (1991) and Uwe Timm’s Morenga (1978). The other two novels, Lukas Bärfuss’ Hundert Tage (2008) and Hans Christoph Buch’s Kain und Abel in Afrika (2001) deal with the Rwanda genocide of 1994 and its aftermath. Except for Jürgen Leskien’s Einsam in Südwest, the other novels have been analyzed before, but not from the perspective of ‘literary witnessing to genocide’, as this study will show. Using theoretical approaches of cultural and social memory studies as conceptualized by Jan and Aleida Assmann and adapted by other theorists, the study aims to assess the capacity of the novels as sites of memory. The textual analysis separately explores the question of genocide and that of remembrance and then links the two in a threefold manner. Firstly, it will be shown that genocide results in a myriad of memory constellations which correspond to the different participants’ need to come to terms with their actions and situations e.g. trauma on the part of the victims, guilt on the part of the aggressors and bystanders etc. Secondly, in this study the two genocides in Rwanda and Namibia open up the question of their relation to the Holocaust. It will be shown how the three genocides could be connected by investigating structural aspects, continuities and participants’ constellations. Generally, the fictionalized history this study explores is written from the perspective of guilt and trauma memory. The third aspect of this study will take into consideration recent debates about the German memory culture, including discussions about colonial history, focussed on the institutionalized atrocities committed against inhabitants of colonized territories in Southwest Africa and their claim for compensation. These discussions bring into focus the need to come to terms with an unresolved past, and the possible role of literature in this regard. By analyzing the selected novels, this study will explore the above considerations against the interpretations of historical occurrences as (re)constructed in the narrations. This study’s point of departure is that the historical Africa-Novel functions as an archive of memories of historical events that inspired their writing. The texts will be analysed as performing memory, incorporating memory, interpreting memory and revitalising historical consciousness.
AFRIKAANSE OPSOMMING: Herinnering en Volksmoord in die kontemporêre Duitse historiese Afrika-roman In die lig van die rol wat letterkunde speel in die herinnering aan die Holocaust en met inagneming van postkoloniale benaderings tot die interpretasie van die hede in verhouding tot die verlede, stel hierdie studie ondersoek in na die vrae rondom herinnering en volksmoord in die kontemporêre Duitse historiese roman wat in Afrika afspeel. Vir hierdie doel sal vyf historiese romans geanaliseer word. Drie daarvan beeld die koloniale uitdelging van die Herero en die Nama in Duits-Suidwes-Afrika (1904-1907) uit. Hierdie romans is Gerhard Seyfried se Herero (2003), Jürgen Leskien se Einsam in Südwest (1991) en Uwe Timm se Morenga (1978). Die ander twee romans, Lukas Bärfuss se Hundert Tage (2008) en Hans Christoph Buch se Kain und Abel in Afrika (2001) handel oor die 1994 Rwanda volksmoord en die nasleep daarvan. Met die uitsondering van Jürgen Leskien se Einsam in Südwest is al die ander romans reeds voorheen geanaliseer, maar nie vanuit die perspektief van ‘letterkunde as getuie tot volksmoord’ nie, soos wat in hierdie studie aangetoon sal word. Deur die toepassing van kulturele en sosiale herinneringstudies soos gekonseptualiseer deur Jan en Aleida Assmann en aangepas deur ander teoretici, is dit die doel van hierdie studie om vas te stel tot watter mate hierdie romans optree as plekke van herinnering. Die tekstuele analise ondersoek die kwessies van volksmoord en herinnering afsonderlik en voeg dit dan saam op ’n drievoudige manier. Eerstens sal daar getoon word dat volksmoord lei tot tallose herinneringskonstellasies wat ooreenstem met die verskillende deelnemers se behoefte om hulle te berus by hulle aksies en situasies, byvoorbeeld trauma aan die kant van die slagoffers en skuld aan die kant van die aanvallers en omstanders, ens. Tweedens, in hierdie studie oor die volksmoorde in Rwanda en Namibië, kom die vraag na die Joodse volkslagting na vore. Daar sal getoon word hoe hierdie drie volksmoorde verbind kan word deur ondersoek in te stel na strukturele aspekte, kontinuïteit en deelnemers se konstellasies. Die gefiksionaliseerde geskiedenis wat in hierdie studie ondersoek word is oor die algemeen geskryf vanuit die perspektief van skuld- en traumaherinnering. Die derde aspek van hierdie studie neem onlangse debat in ag wat handel oor die Duitse herinneringskultuur. Dit sluit in besprekings oor koloniale geskiedenis wat fokus op die geïnstitusionaliseerde gruweldade gepleeg teen inwoners van gekoloniseerde grondgebiede in Suidwes-Afrika en hulle eis vir vergoeding. Hierdie besprekings neem die behoefte om die onopgeloste verlede te aanvaar onder die loep, asook die moontlike rol wat letterkunde kan speel in hierdie verband. Deur die analise van die gekose romans sal hierdie studie bogenoemde oorwegings ondersoek in die lig van verskillende interpretasies van historiese gebeure soos ge(re)konstrueer in die vertellings. Die vertrekpunt van hierdie studie is dat die historiese Afrika-roman funksioneer as ‘n argief vir herinneringe aan die historiese gebeure wat die skryf daarvan geïnspireer het. Die tekste sal geanaliseer word as uitvoering van herinnering, inkorporasie van herinnering, interpretasie van herinnering en die proses om nuwe lewe te blaas in historiese bewustheid.
Swain, Stacie A. "Armed with an Eagle Feather Against the Parliamentary Mace: A Discussion of Discourse on Indigenous Sovereignty and Spirituality in a Settler Colonial Canada, 1990-2017". Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36887.
Frechette, Mariel. "Danger in Deviance: Colonial Imagery and the Power of Indigenous Female Sexuality in New Spain". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/210.
Nkalubo, Arthur. "A Marxist Reading Of Things Fall Apart In The Esl Classrom : Exploring Colonial Socio-economic Exploitation in the Nigerian Context". Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45721.
Nkalubo, Arthur E. "A Marxist Reading Of Things Fall Apart In The Esl Classrom : Exploring Colonial Socio-economic Exploitation in the Nigerian Context". Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45721.
Myte, Lina y Markus Lindh. "Ett flytande paradis? : En studie om hur tropiska öar framställs i svenska resemagasin". Thesis, University of Kalmar, School of Communication and Design, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2598.
This is a study about how Swedish travel magazines write about tropical islands with a history of colonization. The study investigates how the islands of Mauritius, the Seychelles, Haiti, the Maldives, the Dominican Republic, Aruba, Zanzibar and Guadeloupe are being portrayed in four Swedish travel magazines.
Travel articles published in the travel magazines Vagabond, Allt om Resor, Res and Escape 360° during the period January 2004 to December 2009 have been analyzed through critical discourse analysis.
The study concludes that the travel magazines tend to idealize and aestheticize the tropical islands. The islands are being presented as paradises on earth. They are described as fairy tales, magical, dreams and as playgrounds for Westerners. The inhabitants of the tropical islands are being judged by how well they attend to the tourists’ needs and wishes. The inhabitants are presented as unreliable, while the tourists are presented as reliable. The inhabitants are also being portrayed as childish, exotic and primitive.
Theories about how old colonial ways of thinking continue to flourish in travel journalism are being used to give depth to the findings of the study.
Tarquini, Valentina. "I folli in cammino : saggio sulle rappresentazioni e i significati della figura del folle nelle letterature dell'Africa nera, francofone e anglofone, dalle indipendenze ai giorni nostri". Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC011.
The recurrence of wandering madmen and fools in the black African novel raises many questions about the reasons behind its implementation during the so-called independences. This study covers a time span ranging from the 1950s to the first decade of 2000. It includes Francophone and Anglophone fiction in order to gain an overview that allows one to observe an evolution in the representation of the fool with a diachronic perspective. The typological study of wandering fools precedes the discourse analysis in the literary texts, focusing on three levels: speech, narrative procedures and imagery. It fallows that the fool’s dynamism recalls his impact on the three modes of discourse. This leads to a hypothesis that he is a figure of mediation in many areas of society, being a spiritual and religious mediator, an intermediary to institutions of authority,and even an intermediary in literature, both in writing and in the literary institution. The social marginalization of the fool and the reformist zeal he takes in contemporary times, make him an instrument of knowledge that can create a new literary code and articulate the African discourse in its quest for autonomy. Moreover, these features mark the social status both of African works and of the novelist in the literary scene
La ricorrenza della figura del folle in cammino nel romanzo dell’Africa nera suscita numerosi interrogativi sulle ragioni della sua messa in opera nell’epoca turbolenta delle cosiddette indipendenze. Lo studio abbraccia un arco temporale che va dagli anni ’50 al primo decennio del 2000 e comprende la narrativa francofona ed anglofona al fine di ricostruire una panoramica che permetta di tracciare l’evoluzione della rappresentazione del folle sul piano della diacronia. A uno studio tipologico di folli erranti segue l’analisi del discorso nel testo letterario che si focalizza su tre piani: quello dell’enunciazione, quello dei procedimenti narrativi e quello del linguaggio dell’immaginario. Ne risulta un dinamismo che evoca il dominio del folle sulle tre istanze del discorso, da cui l'ipotesi del folle come una figura di mediazione nei diversi ambiti della società : mediatore spirituale e religioso ; interlocutore intermediario con l’autorità istituzionale ; infine strumento mediano in letteratura, tanto nella pratica della scrittura quanto nell’istituzione letteraria. Ilcarattere marginale del folle nella società e lo slancio riformista che egli assume nella contemporaneità, fanno di lui uno strumento conoscitivo in grado di creare un nuovo codice letterario e di articolare il discorso africano in cerca di autonomia. Le stesse caratteristiche segnano lo statuto delle opere africane e del romanziere nello scenario attuale
Silva, Meyre Ivone Santana da. "Reinventando identidades: gênero, raça e nação na literatura de A.A.Aidoo". Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/13034.
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This paper intends to analyse the African female literary expression as a significant contribution to an alteration in the literary scenario of the Anglophone African countries. African female writers works contribute to the process of history rewriting and the reconstruction of female images in the African societies. Ama ata Aidoo is one these women writers that contribute to the development of an african feminist theory. African feminists fight against neocolonial powers and tradional structures that constitute some mountains to women lives
Este trabalho pretende analisar a expressão literária feminina africana como contribuição significativa para uma alteração no panorama da literatura dos países africanos de expressão inglesa. As obras destas escritoras contribuem para o processo de reescritura da história e reconstrução da imagem das mulheres nas sociedades africanas. Ama Ata Aidoo é uma destas mulheres que contribuem para a formulação de uma teoria feminista africana. As femininstas africanas lutam contra os poderes neocoloniais e as estruturas tradicionais que funcionam como montanhas na vida das mulheres
Valandro, Leticia. "A difícil Mistida guineense : nação e identidade da Guiné-Bissau através da triologia de Abdulai Sila". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/34691.
After more than five centuries of portuguese domination and exploration, the Guinea-Bissau, small country located in the occidental coast of Africa, assumes the difficult task to constitute itself as nation and, in this way, to forge its national identity. Believing that literature presents singular paper in such device, the present work searches, through the author‟s trilogy of the first national romance, Abdulai Sila, to analyze how these complex constructions are founded. The romances A Última Tragédia (1995), Eterna Paixão (1994) e Mistida (1997), for dealing with different periods of the territory in question, from colonization to post-independence, they make possible an including and elucidative analysis, beyond making use of hope as main characteristic, opposing to the difficult reality of post-independence. The analytical and theoretical core of this dissertation is constituted by the Homi Bhabha, Edward Said and Stuart Hall‟s ideas about nation, identity and post-colonialism. Through the point of view of the Cultural Studies, crossing historical speech and ficcional speech, the supposed hybridism becomes clear. To the wealth and beauties of the African culture, expressed by the ethnic differences, portuguese cultural aspects are joined, as well as consequents elements of the global reality of the contemporary world. Thus, the nation and the identity of Guinea-Bissau, still in construction process, allow already to see its hybrid characteristic, where the traditional and the modern are equally conjugated and interlaced.
Burgess, Rachel. "Dementure". Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1289927073.
Bundu, Malela Buata. "L'Homme pareil aux autres: stratégies et postures identitaires de l'écrivain afro-antillais à Paris, 1920-1960". Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210803.
Pour ce faire, notre démarche s’articule en deux temps :(1) examiner les conditions de possibilité d’un champ littéraire afro-antillais à Paris (colonisation française et ses effets, configuration d’un champ littéraire pré-institutionnalisé, etc.) ;(2) analyser les processus de consolidation du champ, ainsi que les luttes internes qui opposent deux tendances émergentes représentées d’abord par Senghor et Césaire, ensuite par Beti et Glissant, dont les prises de position littéraires mettent en œuvre des « modèles empiriques » ;ceux-ci régulent et unifient leurs rapports au monde et à l’Afrique.
This study relates to afro-carribean literature in colonial period (1920-1960). We want to examine the strategies of agents like René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant and Mongo Beti ;and we want to understand how they invente literary and social identity.
Our approach is structured in two steps: we shall analyse (1) the conditions for an afro-carribean literary field to appear in Paris (french colonialism and its consequences, configuration of literay field.) ;(2) the consolidation of this field and the internal struggles between two tendances represented by Senghor and Césaire, by Glissant and Beti whose literary practice shows the “empirical model” that regularizes and consolidates their relation with the world and Africa.
Doctorat en philosophie et lettres, Orientation langue et littérature
info:eu-repo/semantics/nonPublished
Habel, Chad Sean y chad habel@gmail com. "Ancestral Narratives in History and Fiction: Transforming Identities". Flinders University. Humanities, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20071108.133216.
Lechaba, Leshaba Tony. "Textual analysis of selected articles from "The Thinker" magazine (2010-2016)". Diss., 2019. http://hdl.handle.net/10500/26314.
Communication Science
M.A. (Communication)
Kunda, M. "The Politics of imperfection: The critical legacy of surrealist anti-colonialism". Thesis, 2010. https://eprints.utas.edu.au/10817/1/front-Kunda.pdf.
Martins, Inês Lourenço. "Educação e Peacebuilding. Uma Abordagem a partir da Perspectiva Pós-Colonialista". Master's thesis, 2020. http://hdl.handle.net/10316/94738.
Num mundo marcado pelas crescentes e complexas redes de governação global, as políticas de intervencionismo liberal e de promoção dos Direitos Humanos têm conseguido um espaço de crescente afirmação e ação. Dentro deste contexto, a Educação é frequentemente perspectivada como mote para a recuperação e desenvolvimento de sociedades pós-conflito, de acordo com os requisitos da modernidade liberal. Esta dissertação tem como objetivo analisar o papel da educação enquanto instrumento de intervenção internacional nas sociedades que foram palco de conflitos violentos partindo de uma abordagem crítica e Pós-colonial. Para tal, esta dissertação recorre a estas duas teorias - Teoria Crítica e Pós-Colonialismo - para a construção do teórico enfatizando uma perspetiva de questionamento e de lente crítica necessária para contemplar as dinâmicas subjacentes a um mundo estruturado numa relação hierárquica entre o Norte e o Sul Global. Esta dissertação argumenta que a Educação tem sido usada enquanto instrumento de práticas hegemónicas - exercidas pelo Norte Global - nomeadamente no contexto das missões de Peacebuilding da ONU.Para ilustrar o seu argumento, esta dissertação recorre a uma problematização do conceito e da prática da educação e dos seus contextos e políticas de intervencionismo global. A sua demonstração transmutam-se também através de três exemplos ilustrativos no contexto de intervenções educacionais internacionais no Líbano, no Nepal e na Serra Leoa conduzidas entre 2001 e 2011. Pode por aqui a estrutura de forma muito sintética. Considera-se que o conteúdo desta publicação académica contribui para a visibilização das dinâmicas de poder, resistência e emancipação no sistema das Relações Internacionais, em particular das Relações Norte/Sul.
In a world marked by the growing and complex networks of global governance, policies of liberal interventionism and the promotion of human rights have achieved a space for growing affirmation and action. Within this context, Education is often viewed as a motto for the recovery and development of post-conflict societies, in accordance with the requirements of liberal modernity. This dissertation aims to analyze the role of education as an instrument of international intervention in societies that have been the scene of violent conflicts starting from a critical and post-colonial approach. To this end, this dissertation uses these two theories - Critical Theory and Postcolonialism - to construct the theorist emphasizing a perspective of questioning and a critical lens necessary to contemplate the dynamics underlying a world structured in a hierarchical relationship between the North and the Global South. This dissertation argues that Education has been used as an instrument of hegemonic practices - exercised by the Global North - namely in the context of the UN Peacebuilding missions. To illustrate his argument, this dissertation uses a problematization of the concept and practice of education and its contexts and policies of global interventionism. Its demonstration is also transmuted through three illustrative examples in the context of international educational interventions in Lebanon, Nepal and Sierra Leone conducted between 2001 and 2011. The structure can be very summarized here. The content of this academic publication is considered to contribute to the visibility of the dynamics of power, resistance and emancipation in the system of International Relations, in particular North/South Relations.
Nichols, Garrett Wedekind. "Rural Drag: Settler Colonialism and the Queer Rhetorics of Rurality". Thesis, 2013. http://hdl.handle.net/1969.1/151102.