abstract: Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

Made available in DSpace on 2014-12-17T14:36:02Z (GMT). No. of bitstreams: 1 CarlosAPSpdf.pdf: 956069 bytes, checksum: 8f535ff4900fdf130d49c8d292120b02 (MD5) Previous issue date: 2009-09-15 / Industrialization, accelerated urbanization, increased material wealth, expansion of the consumer society, incentive to competition and environmental degradation represent multiple dimensions of the development existing in Brazil over the last forty years. Upon reflecting about this process, this thesis is based on the understanding that eagerness for development is indicative of the existence of a self-colonized imaginary, as Serge Latouche says, among considerable portions of Brazilian people. Understanding that art creates a deeper and truer knowledge on the essence of the world, according to the comprehension announced by Arthur Schopenhauer, I point out that Brazilian composers, upon seeing beforehand the symptoms of the evil of civilization expressed under the sign of development, spread ideas which poetically decolonize our imaginary. Being convinced that we can and must get out of the line, invent new ways, announce a forbidden knowledge, discuss implausible hypotheses, unfinished ideas, as Maria da Concei??o de Almeida states, I present the notion of DESdesenvolvimento as a cognitive operator which potentializes the imaginary decolonization revealed by several songs by Brazilian composers / Industrializa??o, urbaniza??o acelerada, aumento da riqueza material, expans?o da sociedade de consumo, est?mulo ? competi??o e degrada??o ambiental configuram m?ltiplas dimens?es do desenvolvimento existente no Brasil nos ?ltimos quarenta anos. Ao refletir acerca desse processo, esta tese funda-se na compreens?o de que ?nsia do desenvolvimento ? reveladora da exist?ncia de um imagin?rio autocolonizado, como diz Serge Latouche, entre parcelas consider?veis da popula??o brasileira. Entendendo que a arte cria um conhecimento mais profundo e verdadeiro da ess?ncia do mundo, de acordo com a compreens?o anunciada por Arthur Schopenhauer, sublinho que os compositores brasileiros, ao enxergarem antecipadamente os sintomas do mal da civiliza??o expresso sob o signo do desenvolvimento, difundiram id?ias poeticamente descolonizadoras do nosso imagin?rio. Convencido de que podemos e devemos sair fora da linha, inventar novos caminhos, anunciar conhecimentos proibidos, discutir hip?teses n?o plaus?veis, id?ias inacabadas, conforme afirma Maria da Concei??o de Almeida, apresento a no??o de DESdesenvolvimento como um operador cognitivo potencializador da descoloniza??o do imagin?rio descortinada por diversas can??es de compositores brasileiros

The early period of the national liberation of Mozambique provided a stage for superpower competition, and a means for different African states, groups of states, and organizations to advance their particular, and often conflicting goals and agendas. In so doing, both the superpowers and regional African actors were supporting different rival Mozambican nationalist leaders and their respective movements. More than being only a conflict between Portuguese authorities and Mozambican nationalists, the process of Mozambican national liberation was also a proxy confrontation between different foreign actors. The thesis examines the relations and power dynamics within the complex of superpowers - African states - national liberation movements, in the contexts of the Cold War, African affairs and the process of national liberation of Mozambique. It assesses the roles played by local and regional African actors in affecting Soviet and American interests and designs throughout their engagements with the process of Mozambican national liberation, from 1961 to 1964.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-21T12:06:07Z No. of bitstreams: 2 Dissertação - Vander Luiz Lopes dos Santos - 2018.pdf: 3186776 bytes, checksum: 8109fb5eca08ed8af9ab97854e6ffb75 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-21T12:08:56Z (GMT) No. of bitstreams: 2 Dissertação - Vander Luiz Lopes dos Santos - 2018.pdf: 3186776 bytes, checksum: 8109fb5eca08ed8af9ab97854e6ffb75 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-21T12:08:56Z (GMT). No. of bitstreams: 2 Dissertação - Vander Luiz Lopes dos Santos - 2018.pdf: 3186776 bytes, checksum: 8109fb5eca08ed8af9ab97854e6ffb75 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In our educational setting, especially in the teaching of science, we need to disseminate and recover historical, scientific and cultural references of the black continnum that dialogue in knowledge between the Brazilian land (from here) and the African lands (from there). In the premise, this study presents discussions about the decolonization of the curriculum of science teaching, especially in the field of teaching chemistry, in which we consider that all social subjects live in a multicultural society, were each group (African, Indigenous, Asian and European) that founded this is Brazilian society brought with it culture, historical and social elements that need to be present at the Brazilian multicultural table, precipitously the ambiguous and continuous knowledge of the black population of past and present culminated in the food culture of the Brazilian people, such as Feijoada and other dishes. For such, we use pedagogical interventions coined in a curriculum based on the development of the student’s potentialities, so that they can understand the African and Black Brazilian contributions for the country’s food culture, as well as, scientific knowledge involved in the transformation, structure and property of the present matter from raw to cooked (intersection link that promotes culture). The empirical results presented here were collected in an experimental chemistry discipline that focuses on the decolonization of the curriculum. This discipline was based on developing an epistemic displacement of the curriculum of chemistry, having by theme the law 10.639/03. We present the empirical results of two pedagogical interventions developed in the discipline, the chemistry in the preparation of Feijoada and the role of vitamin C in the preservations and cure of scurvy: the feeding of diaspora black. Our results point to and demonstrate ways for us to teach Chemistry though elements of the quilombistas epistemic matrix. The results also point out we need to rethink the relationship between chemical knowledge and interventions about ethnic-racial diversity in classrooms, and how such relationship promote, the social maturation of our students. / Em nosso cenário educacional, sobretudo no Ensino de Ciências, precisamos disseminar e recuperar os referenciais históricos, científicos e culturais do continuum negro que dialogam com conhecimentos entre as terras brasileiras (de aqui) com as de terras africanas (de acolá). Nessa premissa, esse estudo apresenta discussões acerca da descolonização do currículo do Ensino de Ciências, especialmente, na esfera do Ensino de Química, no qual consideramos que todos os sujeitos sociais vivem numa sociedade multicultural, em que cada grupo (africano, indígena, asiática e europeia) que fundou essa sociedade brasileira, trouxe consigo elementos culturais, históricos e sociais que necessitam estar e serem presentes na mesa multicultural brasileira, precipuamente os conhecimentos ambíguos e contínuos da população negra do passado e do presente que culminaram na cultura alimentar do povo brasileiro, tais como, a feijoada e outros pratos. Para tal, utilizamos de intervenções pedagógicas cunhadas num currículo calcado no desenvolvimento das potencialidades dos educandos, de modo que possam compreender as contribuições africanas e negras brasileiras para a cultura alimentar do país, bem como, conhecimentos científicos envoltos na transformação, estrutura e propriedade da matéria presentes do cru ao cozido (elo de intersecção que promove a cultura). Os resultados empíricos aqui elencados foram colhidos numa disciplina de Química experimental que focaliza na descolonização do currículo. Tal disciplina encontrou-se pautada em desenvolver um deslocamento epistêmico do currículo de Química, tendo por temática a lei brasileira 10.639/03. São apresentados os resultados empíricos de duas intervenções pedagógicas desenvolvidas na disciplina, a química no preparo da feijoada e o papel da vitamina C na preservação e a cura do escorbuto: a alimentação do negro da diáspora. Os nossos resultados apontam e nos demonstram caminhos para que se possa ensinar Química através de elementos da matriz epistêmica quilombistas. Os resultados nos apontam ainda, que precisamos (re)pensar a relação do conhecimento químico com as interações acerca da diversidade étnico-racial nas salas de aula, e como tais relações propiciam o amadurecimento social de nossos educandos.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-10-11T10:36:18Z No. of bitstreams: 2 Dissertação - Everton Lamare Costa Melo e Silva - 2018.pdf: 1416707 bytes, checksum: 0138d60b779968c1690b3eb4bb0cd65f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-15T10:57:37Z (GMT) No. of bitstreams: 2 Dissertação - Everton Lamare Costa Melo e Silva - 2018.pdf: 1416707 bytes, checksum: 0138d60b779968c1690b3eb4bb0cd65f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-15T10:57:38Z (GMT). No. of bitstreams: 2 Dissertação - Everton Lamare Costa Melo e Silva - 2018.pdf: 1416707 bytes, checksum: 0138d60b779968c1690b3eb4bb0cd65f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-08 / This dissertation is the result of a journey of surprises and restlessness that began even during the accomplishment of my undergraduate course in Physical Education and extended to the master's degree in Social Anthropology, both undertaken in Universidade Federal de Goiás (UFG). Its main objectives are: to establish an analysis of the degree curriculum in Physical Education on the basis of decolonial and postcolonial criticisms, questioning the eurocentric epistemological foundations of hegemonic thought, as well as evaluate the possible progress made in the documents and in the practice of teaching of the Faculdade de Educação Física e Dança (FEFD) of UFG, that make it possible to reformulate these epistemological basis in a democratic and decolonized way. The methodology used for this purpose relies primarily on a literature review of the Class Political Proposals of three reference universities: UNICAMP (SP), UnB (DF) and ESEFFEGO (GO), together with UFG, from the manifest speeches in their curriculum of degree in Physical Education, and, later, with a participant observation carried out in the Fight class of FEFD-UFG, for a period of six months (duration of the class). / Esta dissertação é o resultado de uma jornada de surpresas e inquietações que se iniciaram ainda durante a realização do meu curso de graduação em Educação Física e se estenderam até o mestrado em Antropologia Social, ambos empreendidos na Universidade Federal de Goiás (UFG). Seus principais objetivos são: estabelecer uma análise do currículo de licenciatura em Educação Física a partir das críticas decoloniais e pós-coloniais, questionando as bases epistemológicas eurocêntricas do pensamento hegemônico, bem como avaliar os possíveis avanços expressos nos documentos e na prática de ensino da Faculdade de Educação Física e Dança (FEFD) da UFG, que possibilitem reformular essas bases epistemológicas de forma democrática e descolonizada. A metodologia utilizada para tal fim, conta, primeiramente, com uma revisão bibliográfica das Propostas Políticas de Curso de três Universidades de referência: UNICAMP (SP), UnB (DF) e ESEFFEGO (GO), juntamente com a UFG, a partir dos discursos manifestos em seus currículos de licenciatura em Educação Física, e, posteriormente, com uma observação participante realizada no curso de Lutas da FEFD-UFG, por um período de seis meses (tempo de duração do curso).

Notre travail de thèse se propose d’interroger la production littéraire des écrivains d’origine judéo-maghrébine en France en tant que littérature d’exil, dans la période de la décolonisation. La démarche, se basant sur une étude prosopographique, porte dans un premier temps sur les contextes favorables et pertinents à l’action d’une série d’individus, autrement dit sur l’état des conditions de la production d’une littérature née d’un déplacement. S’en suit une classification d’écrivains rendue possible par la mise en relation des caractéristiques sociologiques et des dispositions propres à cette génération d’auteurs avec les cadres culturels, historiques et cognitifs qui sont les leurs. En s’appuyant sur des entretiens semi-directifs avec des écrivains sélectionnés selon la typologie dégagée de l’étude précédente ainsi que sur l’étude de leurs œuvres littéraires, la recherche s’attache, dans un second temps, à vérifier si cette écriture « minoritaire » peut nous renseigner, et jusqu’à quel point, sur les relations qu’entretiennent entre elles histoire, mémoire, littérature et identité dans le contexte migratoire. Enfin, dans cette perspective, ses usages sociaux et ses fonctions sont étudiés à travers l’analyse des mécanismes et des thèmes récurrents de cette production littéraire, qui se construit comme le témoignage singulier d’un moment de vécu historique et ce faisant, nourrit notre compréhension des processus d’ajustements littéraires. / My dissertation research is focused on the literary production written by authors of North-African Jewish origin. Meaning a literature in exile, in the post-colonial era. My approach includes a prosopographical study, exploring the conditions and the social context that favorized this literature’s creation. The study proposes a classification of a number of authors, linking the sociological characteristics and particular attributes of this generation of writers with their cultural, historical, and cognitive backgrounds. The method uses semi-directive interviews with these subjects, as well as the study of their works, to see whether this “minority” literature can enlighten, and if so to what extent, about the interaction between history, memory, literature, and identity. In this perspective, the social usages and functions of this literature are examined, driving to the analysis of mechanisms and recurring themes that appear as the singular testimony of a moment of lived history. In doing so, it helps us to understand adjustment through literature.

Ce travail porte sur 1'histoire de la presse écrite en Guinée entre 1925 et 2010, i.e. entre l'apparition du premier périodique et la fin de la 2e République. À l'instar d'autres pays africains, les Guinéens sont entrés en contact avec les journaux durant la colonisation. La presse fut d'abord contrôlée par les autorités avant d'être appropriée par les élites politiques dans leur lutte anticoloniale. Si les missionnaires catholiques ont été les précurseurs (création de La Voix de Notre-Dame), c'est après 1945 qu'une presse plurielle et africaine émerge, avec des journaux variés (Coup de Bambou, Phare de Guinée, La Liberté...). Les leaders politiques et syndicaux utilisent la presse comme un instrument de contre-pouvoir et comme un puissant moyen de mobilisation populaire. Cette relative liberté prend fin eu 1958, à 1'indépendance. Le nouveau régime de parti unique met la main sur La Liberté, publication du PDG-RDA, qui, sous le nom d'Horoya, devient l'unique journal d'information autorisé. Ce monopole étatique entraîne une forte désaffection du lectorat. Après la prise du pouvoir par une junte en 1984, la mise en place du multipartisme contribue à l'instauration de la liberté de presse au début des années 1990. Considérée comme le « printemps de la presse », la décennie voit éclore des centaines de titres éphémères, souvent hebdomadaires ou mensuels. Notre thèse analyse ce phénomène et propose deux études de cas, centrées sur des groupes de presse apparemment solides : Le Lynx-La Lance et L'Indépendant-Le Démocrate. Elle propose enfin un bilan de la situation de la presse guinéenne en 201O. / This work deals with the history of press in Guinea between the 1920s and 2010, that is to say between the 1st publication of a periodical in colonial days and the end of the 2nd Republic, that witnessed press liberalization. Like many Africa n countries, Guineans had their first contacts with newspapers during colonial rule. At first, press was controlled by colonial authorities before being adopted by the elite as a weapon in their anti-colonial fight. The Catholic missionaries-with La Voix de Notre-Dame- were press pioneers, along with some newspapers owned and published by colonists. The end of WW II witnessed the birth of a plurality of African papers such as Coup de Bambou, Phare de Guinée, La Liberté... The political and union leaders used press as a tool to contradict the authorities and also as a strong means to mobilize people and voters. This relative freedom of speech ended with the independence in 1958. The new unique party regime renamed La Liberté, the organ of the Rassemblement Démocratique Africain: it became Horoya, the one and only political periodical allowed to be published from 1958. This state monopoly provoked dramatic disaffection from the readership. After the 1984 coup, the country witnessed a graduai process of change in the context of multiparty. Considered as a 'Spring of the press', the 1990 decade recorded the publication of hundreds of ephemeral papers. Our work deals with this process and focuses on several case-studies, especially on two apparently strong press enterprises: Le Lynx- La Lance and L'Indépendant-Le Démocrate. It also tries to give a balanced appraisal of the situation of the press in 2010.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

This dissertation analyzes struggles over the development of Barbadian health and sanitation during the period between the world wars. In doing so, it examines how the British Empire tried to use development policies to maintain its power overseas during the interwar years. During this period, British policymakers sought to improve health and sanitation to pacify restive Barbadian laborers influenced by transnational pan-African and socialist ideas following the First World War. However, white Barbadian elites, influenced by ideas of eugenics and population control, opposed metropolitan efforts to develop health and sanitation in the colony. Rather than repairing the colonial relationship, British development efforts instead resulted in a protracted legislative and public battle over health reform. White creole resistance to public health policies both destabilized British reform efforts and further undermined black Barbadian understandings of imperial identity. By the 1930s, Pan-African critiques of empire, which the British government had fought to suppress following the First World War, found renewed energy in the midst of British failures to provide basic welfare services to poor black subjects. The fractures in these bonds of empire ultimately resulted in serious labor disturbances that re-emphasized the tensions of British colonialism and redirected the course of imperial policy. By focusing on these conflicts, this project reveals how struggles over colonial reforms on the ground transformed ideas of emerging nationhood, imperial identities, and British strategies of rule in the years leading up to decolonization.

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