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On 1st September 1931, the most serious mutiny affecting the Chilean Navy in nearly two centuries of existence broke out. The various books and articles which have examined this subject have used as their sources the local press and the participants´ own stories. Just in a few cases, historians have had access to official documents, because they were seldom published or access was restricted until now. This has led to gross factual mistakes in the existing historiography, leading to questionable interpretations and to the creation of legends still alive in Chile and elsewhere. This thesis discusses these topics. The Chilean Navy has in its archives a collection of 35 volumes (about 9,200 pages) of Courts Martial official documents and proceedings never studied by historians. The author used these sources under a special authorization for academic purposes. The following theories of the causes of the mutiny commonly expounded by contemporaries and subsequent historians have been researched: a. Participation of Marxist groups in the origin of the mutiny and exploitation of it. b. Participation of the two Chilean populist political groups in the movement’s generation (headed by the former presidents Arturo Alessandri and Carlos Ibáñez) c. Army and Navy officers’ participation in politics during 1924 to 1931 and the consequence in the behaviour of the mutineers. Examination has also been made of connections with the mutiny on board HMS Lucia in Devonport in January 1931 which occurred while the Chilean battleship Latorre was being refitted at that port. Months later and being anchored in the port of Coquimbo, Chile, serious mutiny or revolt started on board Latorre and spread to other naval units as well as other Navy’s, Army’s and Air Force’s shore establishments. One week after the Chilean mutiny, the Invergordon mutiny started in the Royal Navy Atlantic Fleet. This thesis also compares both mutinies because they had many aspects in common.

Thesis (M.A.)--Kutztown State College, 1982. / Source: Masters Abstracts International, Volume: 45-06, page: 2850. Typescript. Includes bibliographical references (leaf 34).

Thesis (M.A.)--York University, 2007. Graduate Programme in Geography. / Typescript. Includes bibliographical references (leaves 197-205). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29294

Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.

Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.

Thesis (Ph. D.)--University of California, Davis, 2004. / Degree granted in History. Also available via the World Wide Web. (Restricted to UC campuses)

This thesis explores the relationship between literature and politics through a study of novels published by Diamela Eltit (1949-) and Alberto Fuguet (1964-) in the Chilean post-transition to democracy period (i.e.: after the year 2000). It attempts to demonstrate that Chilean post-transition to democracy literature foregrounds the socio-cultural legacies inherited from the dictatorship (1973-1990), which have been to a great extent endorsed by the Chilean neoliberal transition to democracy. This thesis considers the more recent narrative fiction published by these authors as representative of Chilean post-transition to democracy literature, that is, a literature that shares a politico-historical legacy inherited from the Chilean dictatorship, and highlights a social imaginary permeated by the contemporary neoliberal politico-cultural project imposed by the military and to a great extent endorsed by the transition to democracy. In doing so, this work focuses on questions related to the portrayal of contemporary Chilean society and the political status of women. Commitment in literature does not necessarily come from the author's subjectivity or intention, but from his or her study of society and the way in which s/he presents it. Literary commitment, whether overt or not, remains fundamental in the case of contemporary Chilean writers, who have inherited a neoliberal socio-cultural context imposed by a dictatorship, and who may deploy strategies to either disseminate, perpetuate or resist such a cultural model, creating new ones. Therefore, the values to which literature commits can be traced in the case of both the overtly politically committed author and the apparently apolitical one. This methodology allows us to reveal the way in which Eltit and FuguetÊ1⁄4s writing projects represent different but implicitly related views of Chilean society as well as two semi-canonical standpoints which are prominently representative of the twenty-first century Chilean literary sphere.

Thesis (M.A.)--Baylor University, 2007. / Includes bibliographical references (p. 104-108).