National historical memory in France has often given rise to violent polemic. Controversial episodes of national history, such as the Second World War and Algerian conflict, have attracted considerable attention. Yet despite its obvious importance as a particularly violent war of decolonization and precursor to the Vietnam War, the First Indochina War (1946-54) has largely been ignored. In the context of decolonization and the beginning of the Cold War, however, Indochina offers a unique example of the complex relationship between event, commemoration, and memory. This dissertation examines state commemorations, official and unofficial sites of memory, film and other media representations of the war, and several “flashpoint” events that have elicited particularly heated debates over the legacies of the war. The thematic structure allows me to bring together various vehicles and artefacts of memory, from monuments to commemorative ceremonies to veterans’ associations, along with less tangible expressions of memory expressed through public debates and film. I also analyze the tangible legacy of colonialism in the metropole: the ‘repatriate’ camps that housed primarily French citizens of Vietnamese, Lao and Cambodian origin after 1956. This chapter makes an important contribution to the history of immigration to France, which is critical to understanding issues currently facing this multicultural society. Two dominant narratives emerge from my analysis. The first is maintained by a majority of veterans and elements of the political right and extreme right, and is characterized by themes of heroic soldiers combating communism and a belief in their abandonment by the metropolitan government and public. In some cases, a sense of duty to protect ‘Greater France’ is invoked, and in others, the duty to fight with the independent Vietnamese against their communist oppressors. The second narrative casts the conflict as a ‘dirty’ war of colonial reconquest. Though the primary goal of the dissertation is to elucidate the construction of particular narratives of war, I argue that this memorial process is inherently intertwined with the re-evaluation of the colonial project. The fundamental disagreement over the nature of the war, as either a battle against communism or a war of colonial reconquest, has prompted extensive debates over the relative merits of the colonial project and its putative resurrection in 1945.

This comparative study of Girl Guiding in Malaya, India, Nigeria, and Australia examines the dynamics of engagement between Western and non-Western women participants. Originally a program to promote feminine citizenship only to British girls, Guiding became tied up with efforts to maintain, transform, or build different kinds of imagined communities—imperial states, nationalists movements, and independent nation states. From the program’s origins in London in 1909 until 1960 the relationship of the metropole and colonies resembled a complex web of influence, adaptation, and agency. The interactions between Girl Guide officialdom headquartered in London, Guide leaders of colonized girls, and the colonized girls who joined suggest that the foundational ideology of Guiding, maternalism, became a common language that participants used to work toward different ideas and practices of civic belonging initially as members of the British Empire and later as members of independent nations.

Thesis (doctoral)--Paris 8, 1999.

Thesis (Ph. D.)--University of Oklahoma, 2001. / Includes bibliographical references (leaves 154-160).

This work is a comparative analysis of the works of the Ukrainian author Oksana Zabuzhko (Field Work in Ukrainian Sex) and the Algerian writer Assia Djebar (Women of Algiers in Their Apartment). Although the lives of Algerian and Ukrainian women were shaped by different historical and social forces, discourses and traditions, common themes exist in their writings because of their common postcolonial background. Both authors examine the relations of women to history in the postcolonial setting, the problem of inscribing women into history, and the double oppression women experienced during colonial times (as colonized subjects and as gendered subjects). One of their main themes in the works of Djebar and Zabuzhko is that of the body. In their writings, Assia Djebar and Oksana Zabuzhko unite the discourses of female body, pain, and history. Woman’s body, “unseen” by the Algerian and Ukrainian societies, is inscribed into the historic process through pain. The experience unacknowledged before is expressed through details of (sexual) violence and rape that the women of the colonized nation suffered from the colonizers (the French or the Soviets), because the discourse of postcolonial nationalism ascribed to women the roles of chaste patriotic icons. In my research, I focus on the themes of the female body as a site of (colonial) violence done to a woman, as well as a site of resistance to patriarchal values. The methodology of my research consists in close reading of the texts of Assia Djebar and Oksana Zabuzhko. I analyze the texts providing historical context of women’s condition in Algeria and Ukraine and concentrating on the impacts of French and Russian/Soviet colonialism and nationalism on the lives of women. One of the issues under analysis is that of decolonization, or disengagement from the colonial trauma. I argue that the language chosen by these authors for writing (French by Assia Djebar and Ukrainian by Oksana Zabuzhko) contains a liberating potential.

There is a tendency within intersectional blogging discourse for settlers to ignore the ongoing colonial process occurring on Turtle Island. This pattern is bound up in a settler common sense that understands settler occupancy as inherent and natural. Such an approach to intersectional-type work ignores the manner in which all oppressive actions on Turtle Island are occurring on Indigenous lands. Regardless of a settler’s intersections, their presence on Indigenous lands indicates that they are implicated in an ongoing process of colonization. This thesis identifies and examines how intersectional bloggers are writing about issues pertaining to Indigenous peoples and nations. It is argued that through the exploration of Indigenous feminist writing, intersectional settler blogging has the potential to work towards decolonization and solidarity with Indigenous nations. This thesis draws from the work of Indigenous feminist blogs in order to gain insight on how settlers can begin to decolonize their own work. / Graduate

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The study is premised on a notion of 'African crisis'. Since the notion of crisis is multi-dimensional, hence susceptible to variable interpretations and emphases, the study posits and argues two interconnected hypotheses, thus operating within a finite investigative and interpretive framework It is hypothesised that a crisis of the state in Africa to a significant extent is a crisis in the spheres of political legitimacy and social cohesion. As both spheres fall within the operational ambit of ideology, the study examines the concept in some depth. In order to investigate the problematic of ideology in decolonising and postcolonial Africa, a distinction is made between ideology per se and phenomena and practices deemed ideological. During a process of exploring and analysing this distinction, cognisance is taken of the interface between ideology and social science paradigms. From this interface emerges the notion of an 'ideological paradigm'. Accordingly, it is hypothesised that two dominant paradigms in Cold War era Africa, namely, modernisation theory and scientific Marxism, are implicated in the crisis of the state. Included in this proposition is an argument that the application of exogenous developmental schematics in effect reproduced a colonial ethos inhospitable to endogenous innovation and initiative, not least in respect to the formulation and application of ideologies adequately congruent with - hence intelligible to - the lived worlds of Africans. Moreover, to the extent that the post Cold War era is characterised by the dominance of a neoliberal paradigm, this contention is of continuing relevance. The better to distinguish between an ideological paradigm and an ideology, the study investigates two significant departures from paradigmatic convention in decolonising Guinea-Bissau and postcolonial Tanzania. Both Amilcar Cabral and Julius Nyerere articulated and applied ideologies on the whole grounded more in local contexts than in exogenous paradigms. While Cabral's thesis is discussed at some length during the course of a literature review, Ujamaa in Tanzania comprises the dissertation's main case study. Tanzania is conceptualised as embarking on a post-independence quest for an inclusive epistemology on which to base an ideology at once locus-specific and informed by general tenets of human-centred socialism. From this quest emerged a national ethic that - in a post Cold War era - continues to influence state-societal relations in Tanzania, and thus has proven to be of lasting value. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Indigenous planning continues to emerge globally, with increasing emphasis being placed on Indigenous autonomy and planning practices. By discussing an urban example of Indigenous planning – specifically the values and characteristics of the Neeginan project or vision for the North Main area of Downtown Winnipeg – this thesis aims to shed some light on urban Indigenous planning, as well as how it may differ from, and overlap with, other forms of planning and other types of spaces and built environments within the city. In doing so, it offers not only an assessment of Indigenous planning as it has been undertaken in a particular urban context. It also offers an assessment of how planning in general can continue to decolonize its practices as it learns to better support and relate to Indigenous priorities and planning approaches.

This master's thesis is written by an indigenous person who sees education as a healing process. In the tradition of narrative inquiry (Clandinin and Connelly, 2000) I interweave autobiographical texts with reflections on colonialism, indigeneity and multiculturalism. I am Amazigh (Kabyle) from the country now called Algeria, where my people have lived for some 5,000 years. I was raised in France, where I experienced a racism which I became conscious of when I arrived in Canada. I draw on the Medicine Wheel teachings given by First Nations Elders in Canada as the philosophical framework of my text, a framework based on the balance of spiritual/emotional/physical and mental dimensions of experience. I provide the context for my story, explain my methodology, and offer narratives that I then reflect on as part of my life-journey through societies, cultures, belief systems and educational contexts.