Thesis (J.C.L.)--Catholic University of America, 2006. / Includes bibliographical references (leaves 75-78).

Thesis (J.C.L.)--Catholic University of America, 2006. / Includes bibliographical references (leaves 55-58).

Thesis (J.C.L.)--Catholic University of America, 2006. / Includes bibliographical references (leaves 65-70).

Thesis (J.C.L.)--Catholic University of America, 2006. / Includes bibliographical references (leaves 57-61).

Thesis (J.C.L.)--Catholic University of America, 1987. / Includes bibliographical references (leaves 56-58).

Thesis (J.C.L.)--Catholic University of America, 1987. / Includes bibliographical references (leaves 46-48).

Thesis (J.C.L.)--Catholic University of America, 1985. / Typescript. Includes bibliographical references (leaves 71-75).

This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.

Through the composition of ten pieces, I have explored the theme of mimesis and musical pluralism, especially as it occurs and applies in my own music. The following commentary begins by initially discussing my own context as a composer, providing an overview of the motivations that first prompted me to investigate and research this topic. After this background is explained, I examine key philosophical concepts connected to both mimesis and artistic pluralism, with the latter being chiefly concerned with how it affects the creation of new musical works. With the above issues having been discussed, this context effectively frames the next seven chapters of this commentary, which involves analysis and examination of ten works I composed for this doctoral degree. This begins with a thorough analysis of two chamber works and then moves onto an in-depth elaboration about a more expansive ensemble work of forty-minutes. After this discussion, I present a series of mimetically related works; compositions more theoretical in design and concept, yet still illustrating and building upon the central theme of this artistic research. Lastly, three other works are examined, demonstrating similar and contrasting compositional approaches. The concluding chapter of the commentary presents a succinct but thorough overview of the ramifications of the above compositions - focusing primarily on the relative success of these works, as well as their shortcomings, potential for future exploration, possible refinement, and overall connection to the theme of mimesis and musical pluralism.

Thesis (J.C.L.)--Catholic University of America, 1987. / Includes bibliographical references (leaves 67-70).