Abstract This article reviews the performance in Zimbabwe of a play called Tinoendepi? as an exemplary piece of popular theatre aimed at alerting audiences to issues of violence during the run-up to the 2002 presidential election. The play presents the history of a country that opposed colonial violence with successful revolution before subsiding into a recognizable brand of neo-colonial violence.

This thesis seeks to properly identify and illuminate the disciplinary practices of the K-12 classroom that necessitate, cultivate, and perpetrate colonial violence to maintain the established order (anti-Black racism) of our modern American society. To accomplish this, the relationship between the white teacher and non-white student is problematized by combining the conceptual frameworks of George Yancy’s white gaze and Maria Lugones’ racist/colonial gaze. This analysis highlights the ulterior motives of the “teacher look,” an action that utilizes shame to instruct students on how to behave properly in the classroom, through the authoritative role of whiteness in managing knowledge, understanding, and subjectivity. From these conclusions, it is shown that whiteness is granted perceptual authority over the Other through the rhetoric of modernity. This rhetoric disillusions the public of the ideological structures that ensure white supremacy and the white subject as a self-contained substance existing independent of some Black qua inferior. In attempting to overcome this disillusioned state, multiple decolonial avenues and pedagogical practices are employed to dismantle the authoritative role of whiteness and the instrumentality of shame in the disciplinary prospects of the “teacher look.” By approaching the problem of race in America through the disciplinary mechanism of its education system, this project seeks not only to ascertain the institutional and systematic ways that white teachers and white students uphold and inscribe racist ideology through their social practices and relationships, but also to empower students of color to resist and transcend the limitations imposed upon them from the white world.

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Framed within an Anishnaabe method and an anti-colonial discursive framework, this thesis explores how Aboriginal students confront narratives of colonial violence in the postsecondary classroom while at the same time living and experiencing colonial violence on a daily basis. In order to garner an understanding of what pedagogies might be useful in postsecondary classrooms that cover such curricula, I explored these questions by interviewing 8 Aboriginal students and 5 Aboriginal professors who were taking or teaching courses on Aboriginal peoples and colonial history. I also engaged two Aboriginal Elders in conversations on pedagogy because they are recognized as carriers of Aboriginal traditional knowledge. Drawing on the literature I theorize colonization as violent, ongoing and traumatic. Specifically, I trace how education for Aboriginal peoples has always been and continues to be part of the colonial regime—one that is marked by violence, abuse and a regime that has had devastating consequences for Aboriginal peoples. This thesis confirms that despite some changes to the educational system Aboriginal students and professors interviewed in this research still confront significant challenges when they enter sites such as the postsecondary classroom. The most profound finding in this thesis was the extent of racism that Aboriginal students confront and negotiate in postsecondary classrooms. These negotiations are especially profound and painful in mixed classrooms where the narrative of ongoing colonial violence is discussed. Aboriginal students also employ a number of strategies to resist ongoing colonialism and racism. The narrative of racism is not new but it does reaffirm that colonialism continues to have devastating effects on Aboriginal peoples. It also reaffirms the pervasiveness of violence in our society despite the fact that many would rather ignore or downplay the level of violence that exists. There is no doubt that the Aboriginal students interviewed in this research describe a significant psychological toll in an environment of ongoing colonialism and is especially difficult when revisiting historical and ongoing accounts of violence of their own colonial history. The thesis offers some suggestions for mitigating this impact in the classroom.

Framed within an Anishnaabe method and an anti-colonial discursive framework, this thesis explores how Aboriginal students confront narratives of colonial violence in the postsecondary classroom while at the same time living and experiencing colonial violence on a daily basis. In order to garner an understanding of what pedagogies might be useful in postsecondary classrooms that cover such curricula, I explored these questions by interviewing 8 Aboriginal students and 5 Aboriginal professors who were taking or teaching courses on Aboriginal peoples and colonial history. I also engaged two Aboriginal Elders in conversations on pedagogy because they are recognized as carriers of Aboriginal traditional knowledge. Drawing on the literature I theorize colonization as violent, ongoing and traumatic. Specifically, I trace how education for Aboriginal peoples has always been and continues to be part of the colonial regime—one that is marked by violence, abuse and a regime that has had devastating consequences for Aboriginal peoples. This thesis confirms that despite some changes to the educational system Aboriginal students and professors interviewed in this research still confront significant challenges when they enter sites such as the postsecondary classroom. The most profound finding in this thesis was the extent of racism that Aboriginal students confront and negotiate in postsecondary classrooms. These negotiations are especially profound and painful in mixed classrooms where the narrative of ongoing colonial violence is discussed. Aboriginal students also employ a number of strategies to resist ongoing colonialism and racism. The narrative of racism is not new but it does reaffirm that colonialism continues to have devastating effects on Aboriginal peoples. It also reaffirms the pervasiveness of violence in our society despite the fact that many would rather ignore or downplay the level of violence that exists. There is no doubt that the Aboriginal students interviewed in this research describe a significant psychological toll in an environment of ongoing colonialism and is especially difficult when revisiting historical and ongoing accounts of violence of their own colonial history. The thesis offers some suggestions for mitigating this impact in the classroom.

Que ce soit dans le domaine médiatique, social ou littéraire, la violence, la guerre et la précarité sont des termes qui refont surface dans les différents discours portant sur la situation générale du continent africain. Dans la littérature spécialement, ces expressions dominent les publications issues aussi bien de l’ère coloniale que postcoloniale. Par conséquent, ce travail de thèse a pour objectif principal d’analyser les différents discours axés sur la représentation de la violence postcoloniale dans des œuvres romanesques publiées par des auteurs africains issus de l’Afrique d’expression française. Toutefois, en laissant en marge la figure du dictateur, cette thèse aborde la thématique des enfants, notamment celui des enfants-soldats. Elle analyse les dispositifs narratifs au moyen desquels les auteurs mettent en place un enfant ou un adolescent comme figure principale dans un contexte d’une écriture de violence extrême. C’est dans cette mesure que notre corpus est composé de deux publications d’Ahmadou Kourouma et une d’Emmanuel Dongala soulevant cette thématique de différentes manières. Publiées dans les années 2000 et à travers la mise en exergue du phénomène d’utilisation des enfants à des fins militaires, ces œuvres ont posé les bases d’une nouvelle structure narrative dans l’histoire de la littérature africaine d’expression française. Cette thèse démontre que l’introduction de la voix d’un enfant dans ces textes offre une vue particulière émanant de la classe inférieure de la société sur les violences postcoloniales. En outre cette thèse établit un lien de causalité entre la violence postcoloniale et la violence coloniale. / Violence, war, poverty and precariousness are typical terms, which are repeatedly present in different discourses about the African continent, be it in the media or in the social sphere. In literature, these expressions also dominate the publications of both the colonial and the post-colonial era. Therefore, this work has the main objective of analysing the portrayal of postcolonial violence in selected works published by African French-speaking authors, but without taking into account the figure of the dictator. It emphasizes the issue of children, most especially child soldiers. Moreover it analyses the narrative methods used by the authors, by means of which a child or teenager becomes the main figure in the context of extreme violence. Two novel publications of Ahmadou Kourouma and one of Emmanuel Dongala form the basis of this dissertation. These are works of two authors who, starting in the year 2000, created new structures in the history of French African literature by their intensive writing about the military use of children. It turned out that in their novels, the voice of a child offers a particular view from the lower class of society on postcolonial violence. In addition, the dissertation establishes a causal relationship between postcolonial and colonial violence.

[pt] A presente dissertação busca contribuir para desvelar a racionalidade colonialista da guerra às drogas que tem orientado a política de segurança pública do estado do Rio de Janeiro desde o fim do regime militar. Trata-se de uma pesquisa com natureza teórica que mobiliza diferentes fontes: bibliográficas, estatísticas, legislativas e, ocasionalmente, jornalísticas. Sua base epistemológica é o conceito de necropolítica, entendido como centro gravitacional de uma reflexão mais ampla desenvolvida por Achille Mbembe sobre o mundo contemporâneo. Considerando o recorte temporal que vai de 1988 a 2018, demonstra-se que a guerra às drogas fluminense faz parte de uma engrenagem racista que, respaldada pela branquitude e impulsionada pela violência estatal própria do neoliberalismo, perpetua sofisticadamente o processo secular de extermínio da população pobre e negra, moradora de favelas e periferias. Essa guerra move e legitima, nos territórios urbanos pauperizados, uma gestão governamental pelo terror, praticada mediante o rompimento de limites ao exercício do poder de matar, direta ou indiretamente, os corpos julgados descartáveis e hostis, inimigos do projeto civilizatório brasileiro, agora encampados na imagem racializada do traficante. A prisão e a vala são tomadas, aqui, como duas expressões fundamentais dessa dinâmica genocida. Este trabalho ainda ressalta a importância de um outro modo de lidar com a questão das drogas, distinto do proibicionismo de guerra, sem deixar de lado a necessidade de uma crítica radical da própria lógica bélico-colonial que o sustenta, o que exige colocar na ordem do dia o questionamento tanto da hegemonia neoliberal quanto da conservação histórica de privilégios brancos no Brasil. / [en] This dissertation is aimed at unveiling the colonialist rationality of the war on drugs that has informed public security policy in the state of Rio de Janeiro since the end of the military regime. It is a theoretical study based on bibliographic, statistical, legislative, and, occasionally, journalistic sources. Its epistemological foundation is the concept of necropolitics, which Achille Mbembe developed as the gravitational center of a more comprehensive reflection on the modern world. Considering the period between 1988 and 2018, we demonstrate that the war on drugs in Rio de Janeiro is part of a racist mechanism that, backed by whiteness and propelled by the state violence typical of neoliberalism, sophisticatedly perpetuates the secular process of extermination of the poor and black people who live in the favelas and outskirts. This war moves and legitimizes, in impoverished urban areas, a governmental management through terror by exceeding the limits of power in order to kill, directly or indirectly, bodies deemed disposable and hostile, enemies of the Brazilian civilizing project, now embodied in the racially constructed image of the drug dealer. Prison and mass grave are seen as two basic manifestations of this genocidal dynamic in this context. This study further points to the importance of another way to deal with the drug issue, one that is different from war prohibitionism, without leaving aside the necessity of a radical critique of the war-like rationale that sustains it, which demands questioning both the neoliberal hegemony and the historical preservation of white privilege in Brazil.

This study used life experience methods to gather the narratives of seven adult Indigenous transracial adoptees who have reclaimed their Indigenous identities after experiencing closed adoption during the late 1950s through to the early 1980s. Participants had been members of Aboriginal (First Nations, Metis, Inuit) communities at birth but were then raised outside their Indigenous nations in non-Indigenous families. Through analysis of their stories, I identified four themes that marked their trajectories to reclamation: Imposed fracture (prior to reclamation); Little anchors (beginning healing); Coming home (on being whole); Our sacred bundle (reconciling imposed fracture). Their stories of reconnecting to their Indigeneity, decolonizing and healing illustrate their shifts from hegemonic discourse spaces that characterized their lived experiences as “other” to spirit-based discourses that center Indigenous knowledge systems as valid, life affirming, and life changing. This dissertation contributes to the debate on state sanctioned removal of children and the impacts of loss of Indigenous identity in Canadian society. My findings indicate that cultural and spiritual teachings and practices, as well as, the knowledge of colonization and its impacts on Indigenous families, communities, and nations, all contributed to adoptees’ healing and ability to move forward in their lives. Key recommendations include: further exploration of the concept of cultural genocide in relation to settler-colonial relations in Canada; further examination of the intersection of counter-narratives, resistance discourse, and colonial violence; increased investigation of the connections between Indigenous knowledge systems, living spirit-based teachings and educative aspects of community wellness; and more research examining education beyond formal schooling, including the formative effects upon Indigenous youth of social values, public policy, and legal frameworks. / Graduate

Denna uppsats avser att analysera representationen av barnet och barndomen i konsten under den europeiska kolonialiseringen och imperialismen genom historieskrivningen ur ett feministiskt postkolonialt perspektiv med en historiografisk metod. Syftet är att reflektera över hur kolonialismen har påverkat den visuella konsten föreställande barn och skapat föreställningarna om ras, klass och kön. Som en bakgrund presenteras först konceptet av barnet och barndomens framväxt fram från medeltiden till slutet av 1700-talet. Sedan sammanflätas det med studiens två huvuddelar som tar avstamp i slutet av 1700-talet fram till början av 1900-talet. Den första huvuddelen analyserar barnmotiven i relation med kolonialismen ur nyklassicistisk-, romantisk- och realistisk konst, medan den andra huvuddelen centrerar kring orientalismen. Barnmotiven kommer genomgående att analyseras med en kritisk syn på historieskrivningen och samhällsnormer ur en intersektionell lens. / This paper aims to analyze the representation of children and childhood in art during the European colonization and imperialization through history from a postcolonial feminist perspective historiographical method. The aim is to reflect on how colonialism has affected the visual representation of children and generated the concepts of race, class, and gender. As a background, the paper will first present the historical concept of the child and the emergence of childhood from the Middle ages to the end of the 18th century. This will then be intertwined with the two main parts of the study, which will analyze childhood from the late 18th until the beginning of the 20th century. The first main part analyzes pictures of children in relation to colonialism in the Neoclassical-, Romantic- and Realistic artforms, while the second main part will center around Orientalist art. Throughout the paper, the pictures will be analyzed with a critical perspective of history and societal norms from an intersectional viewpoint.