This study analyses transnationalism across the borders of Brazil and Paraguay. In particular, my interest regards the everyday practices and representation of Brasiguaios, a term commonly used to refer to those living in the Brazilian and Paraguayan border region. Whilst the well-established field of transnationalism usually focuses on processes forged by immigrants settled in a country geographically distant from their country of origin, this research demonstrates how migrants living in geographical proximity to their country of origin, as well as non-migrants living within a border region of their country engage in intense forms of transnationalism. The research for this thesis adopted multi-sited ethnography by living with and observing individuals in two distinct locations. The first location was the landless camp Antônio Irmão, known as the Brasiguaios landless camp, in the town of Itaquiraí, also in the state of Mato Grosso do Sul. Most of its residents are Brazilian migrant returnees from Paraguay. The second location was the joint Brazilian towns of Ponta Porã, in the state of Mato Grosso do Sul, in Brazil, and the Paraguayan town of Pedro Juan Caballero. Although most individuals living in these towns are not migrants, they are engaged in transnationalism. The two main distinct features of this study are the development of proximal transnationalism, a concept that explains the short forms of transnationalism within border regions; and the understanding that there are multiple representations of Brasiguaios. Thus, it is not possible to speak of a single, unique Brasiguaio identity. This thesis makes an academic contribution by its use of multi-sited ethnography to bring together the disciplines of transnationalism and border studies to show how everyday life and identities, framed within two nation-states that have increasingly affected the lives of individuals, are manifested in a border region of two countries, at the same time, seemingly disregarding the existence of the state.

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The topic for this thesis is the package of policies referred to as “Co-development”. Co-development or Cooperation for Development comprises the actions of formal institutions at the national and regional levels as well as those of non-governmental organisations which are designed to stem immigration by fostering development in the source-country. The thesis examines co-development by comparing the migratory regimes in the European-Mediterranean Partnership and the North American Free Trade Agreement areas, focusing on Spain and the United States as host countries, Mexico, and Morocco as primarily sending - but increasingly transit and host - countries. The starting point for the thesis are the two trade oriented development programmes under way in each region - the MEDA Programme in Morocco and the Plan Puebla Panamá in Mexico-Central America. The thesis critically examines the “development-migration” nexus, particularly conventional ways of analysing the relationship between migration and development, and the way in which these models inform official policies for trade and development. The comparison draws upon a Multi-level Governance analytical framework which examines the interaction of state and non-state actors at the three main levels (Macro, Meso, and Micro) where Co-development takes places. The analysis of the multi-level interaction allows understanding the vertical or horisontal interrelation among actors in the process of co-development. Moreover, it allows a fuller understanding of the contribution of “bottom up” as much as “top down” co-development. Within this framework, the migrant emerges as a central actor - a transnational agent who is able to foster co-development by comparison with many national and international programmes.

The study of Indian indentured servitude in the British Empire has largely been confined to the histories of slavery or free labor. Few scholars have connected indenture to larger processes in the British Empire. This dissertation examines the global nature of Indian indenture to find how trends in colonial power were inflected in the relationship between the state and the indentured worker. This dissertation uses the colonial experience in South Asia as a basis for its global history. It contends that the history of the colonial rule of law in the subcontinent was of deep importance to the mechanisms of indenture. By looking at archival records from the United Kingdom, Trinidad, Fiji, and elsewhere, this dissertation finds that officials in the indenture colonies were attempting to transform indebted Indian peasants into indentured workers. This process was inflected by the experience of colonial rule elsewhere. At first, this meant the implementation of ideas tied to imperial liberalism. Following the challenges to British colonialism in the mid-nineteenth century, the indenture colonies mirrored a wider movement towards conservative governance. The ways in which the colonial state attempted to control and manipulate workers underwent a dramatic shift. In the indenture colony, colonial power exerted both authoritarian and paternalist tendencies. This dissertation uses the governorships of Arthur Hamilton-Gordon in Trinidad and Fiji to explore this shift. This dissertation makes its argument by focusing on the indenture colonies of Trinidad and Fiji. In doing so, it moves beyond the model of studying indenture that has looked at the British Empire as a whole, or otherwise in specific colonies or sub-regions. Using Trinidad and Fiji allows for a deep understanding of continuity and change. For example, Trinidad can be used to examine indenture’s beginnings, as the colony began to import Indian indentured labor in 1842, while Fiji can be used to understand late indenture. Furthermore, colonial officials, ideas of authority, capital, labor, and goods were always circulating throughout this global empire. The study of Trinidad and Fiji allows for a critical understanding of such exchanges and this dissertation uses both to explore bureaucratic offices, law, financial systems, governance, protest, medicine and health, and global agitation in Indian indenture. “The Currents of Restless Toil” is an in-depth study into the nature of colonial governance in the indenture colonies of Trinidad and Fiji. It explores the nuances of colonial power, providing a window into the theory and practice that shaped the restless toil of Indians across the world.

“Expanding Educational Empires” explores the interventions of American philanthropic foundations in educational programs for British Africa after the First World War. It reveals the extent to which a discourse of education – pedagogy and research – allowed American philanthropic groups, and the numerous governmental and nongovernmental organizations with which they cooperated, to shape the interwar British Empire, and institutionalize a colonial ideology that aligned with American corporate and cultural interests. American philanthropists portrayed these interwar colonial activities as benevolent, apolitical enterprises, glossing over the fact that their influence over the overlapping agencies with which they cooperated filtered easily into official organs of power. By the 1940s, when the Anglo-American partnership no longer served the interests of American-based global capital, American philanthropists performed an effortless volte-face against a mercantilist British Empire. They now found it expedient to invoke both their nation’s ingrained hostility to colonialism and their expertise in native affairs, which had been attained primarily through support of interwar British imperialism, as justification for meddling in the postwar international arena, using education to construct a global community committed to corporate American preferences. This project investigates the close collaboration between American and British agents in the formulation of interwar colonial education, exposing it as a comprehensive program that entailed accumulating knowledge about British territories, particularly in Africa, and disseminating the findings worldwide, thereby establishing new ideological and economic international assumptions. It reveals that American interference in this ambitious project constituted an extension of the longstanding domestic state-building endeavors of early-twentieth-century American philanthropic foundation managers, and their partners. The “unofficial”, humanitarian framework of education allowed a web of American agents to smoothly and remarkably embed themselves in a foreign government’s operations with the ulterior motive of powering American international influence, a story that has significant implications today.

Third Culture Kids are the children of people working outside their passport countries, and who are employed by international organisations as development experts, diplomats, missionaries, journalists, international NGO and humanitarian aid workers, or UN representatives. The “third culture” they possess is the temporary, nomadic multicultural space they inhabited as children, within an expatriate community and, in some cases, international school. This culture is distinct from their parents’ homeland culture (the first culture) and from that of the country in which they spend their formative years but of which they are not native members (the second culture). The “third culture” inhabited by Third Culture Kids does not unite the first and second cultures, but rather comprises a space for their unstable integration (Knörr, 2005). This thesis explores the following question: In what ways does being a Third Culture Kid affect notions of belonging, identity and place? Through analysis of both fieldwork in an international school, and exploratory life story interviews with adult TCKs from myriad backgrounds, this work contributes to a better understanding of the experience of growing up abroad, and tracks the long term effects of this experience on the ways in which TCKs orient themselves towards belonging, identity and place. Throughout the course of this research, findings coalesce to orient TCKs as cosmopolitans, rooted in the expatriate communities of their childhoods, continuing in mobility and self-conscious “otherness” into adulthood, and moving through place as “elite vagrants”.

Severe weather events that accompany climatic changes have been the main focus of many studies that want to highlight the large processes that surround us every day. These studies are based on years of data collection and other studies to help aid their pursuits. An area of major focus is identifying proxies and supplementary materials that help refine climate records of the geologic past. This study aims to identify reliable proxies for obtaining a record of severe weather events. The research consists of studying a coral species Pseudodiploria strigosa colonies with the goal to document, interpret, and describe the burial and re-exposure of massive coral colonies by severe storm or hurricane events, as recorded in coral growth patterns through density patterns and the analysis of CT-scanned coral specimens. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Through a historical perspective, this study highlighted significant events and milestones about multilingualism, cultural identity, and mathematics education in Morocco pre-, during, and post-French Protectorate. Prior research in this area has typically focused on the effect on education of multilingualism and cultural identity in general, involving mathematics education only in passing. This study’s purpose was to explore Morocco’s attempt to restore its cultural identity post-French Protectorate and how that attempt influenced the Moroccan mathematical educational system. In addition, this study focused on the Arabic and indigenous Berber (Tamazight) languages of instruction in mathematics in Morocco to investigate if teaching and learning mathematics in the Arabic and Tamazight languages in secondary schools is preparing students adequately for the tertiary level. Finally, this study attempted to see if multilingualism and cultural identity are at the heart of mathematical educational reform and to offer insight into the state of mathematics education reforms suggested by the Moroccan government to remedy this challenge. In order to develop a comprehensive picture of how multilingualism and cultural identity have historically influenced the mathematics education system in Morocco and answer the research questions of the study, a historical research methodology was employed based on views of numerous scholars about bilingual education, cultural identity, diglossia, and how they affect cognition and learning/teaching of mathematics. Supplementary knowledge about students’ achievements, retention, and dropout rates at the primary, secondary, and tertiary levels by gender and grade were acquired and supported by quantitative available data in the official archives supplied by the Ministry of Education, UNESCO, and other organizations. After independence, the establishment of an educational system that would take into consideration the deeply rooted Arab-Islamic culture and language and, at the same time, make use of the imposed Western system was a priority. Arabisation received more attention, and the selection of Arabic as a national language was a form of countering the colonizer’s language policy. Morocco has a particularly complex language situation, where French predominates in most postsecondary institutions, despite attempts to restore Arabic. The indigenous Berber language also plays a role in local culture and education. This work reveals a great number of attempted reforms by the Moroccan government and also demonstrates serious flaws in recent past attempts to reconcile the language issues, but offer ways forward in relation to mathematics instruction.