Proefschrift--Utrecht. / Includes bibliographical references.

“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.

This thesis explores the subject of Japanese colonial language education in Taiwan and assimilation between 1895 and 1945. It examines the overall nature of Japanese colonial rule in Taiwan through its colonial policies, followed by a review of the history of Japanese colonial language education in Taiwan, the investigation of the Japanese colonial position on language education and assimilation, the establishment of the implementation of Japanese language education in Taiwan in areas of teaching methodologies and textbook compilation, and the determination of the effects of Japanese language education on assimilation in Taiwan. The thesis further seeks to determine the link between a Taiwanese identity and the Taiwanese who were ruled and educated under Japanese colonial rule. The views of both the elite and common Taiwanese who lived through the colonial era are examined.The aim of this thesis is to test the hypothesis whether Japanese colonial education in Taiwan achieved assimilation among the Taiwanese as claimed by Japanese colonial authorities. Through the official facts and figures provided by Japanese colonial authorities, they seemed to prove a successful case of assimilation among the Taiwanese. However, through close scrutiny of these official facts and figures and reality backed up by the oral accounts of the Taiwanese and conscientious observations by the Japanese, it is found that the claims made by Japanese colonial authorities in the case of assimilation through Japanese language education are highly contestable. By interviewing those who experienced Japanese language education during the colonial period, further insights into the formation of post-colonial Taiwanese identities are gained. This study contributes to studies on Taiwans subsequent socio-linguistic developments in the post-colonial period.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 129-138).

Thesis (M.A.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Orientador: Paulo Rennes Marçal Ribeiro / Banca: Andreza Marques de Castro Leão / Banca: Maria Tereza Machado Vilaça / Banca: João Guilherme Rodrigues Mendonça / Banca: Débora Raquel da Costa Milani / Resumo: Esta pesquisa está inserida em um projeto integrado maior que tem como objetivo resgatar, organizar e sistematizar dados que subsidiem o estudo da historiografia da Educação Sexual no Brasil. Pretendemos, neste estudo, analisar as representações do corpo feminino em obras do século XVI do Brasil Colonial bem como das xilogravuras confeccionadas e/ou organizadas nestas mesmas obras, pois entendemos que esta análise e as "desconstruções" destas representações servem de parâmetro e subsídio para a compreensão da evolução das concepções de sexualidade e a institucionalização do conhecimento sexual no Brasil. A presente pesquisa, de cunho histórico e documental, remeteu-se a fontes primárias, constituídas por quatro crônicas do século XVI: Americae Tertia Pars, de Theodore de Bry, Viagem à Terra Brasil, de Jean Léry, Duas viagens ao Brasil, de Hans Staden e As singularidades da França Antártica, de André Thevet. Os procedimentos metodológicos consistiram na localização, seleção e análise dos dados e informações contidas no material textual e xilográfico. Desta forma, a técnica de análise empregada nesta pesquisa foi a Análise do Discurso, de Michel Foucault, apoiada na ideia de Desconstrução, de Jacques Derrida, que nos orientaram a caracterizar o modo pelo qual as crônicas podem ser lidas e explicitadas em suas contradições e irredutibilidades e, nos permitiram mapear o imaginário corporal presente no além mar do século XVI / Abstract: This educational research is part of a larger integrated project that aims to retrieve, organize and systematize data that support the study of historiography of Sexual Education in Brazil. In this study, we intend to analyze the representations of the female body in works of the sixteenth century of colonial Brazil as well as woodcuts made and/or organized in the same works, because we believe that this analysis and this "descontructions" of these representations serve as parameter and subsidy for understating the evolution about the conceptions of sexuality and institutionalization of sexual knowledge in Brazil. This research, of historical and documentary character, refers to primary sources, consisting of four works of the sinteenth century: "Americae Tartia Pars", by Theodore de Bry, "Viagem à Terra Brasil", by Jean Léry, "Duas viagens ao Brasil", by Hans Staden and "As singularidades da França Antártica", by André Thevet. The methodological instructions are based in their localization, selection and analyses of data and information present in the textual material and in the woodcuts. This way, the technique used in this research was the Discourse Analysis, by Michel Foucault, based on Deconstruction, by Jacques Derrida, who guided us to characterize the way in which chronicles can be read and explained in its contradictions and irreducibility, allowing us to map the imagery present in the body beyond the sixteenth century / Doutor

Made available in DSpace on 2015-03-03T11:52:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-28Bitstream added on 2015-03-03T12:07:08Z : No. of bitstreams: 1 000809850.pdf: 3173785 bytes, checksum: 3091e672bb0b5971279182fa84b26eda (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa está inserida em um projeto integrado maior que tem como objetivo resgatar, organizar e sistematizar dados que subsidiem o estudo da historiografia da Educação Sexual no Brasil. Pretendemos, neste estudo, analisar as representações do corpo feminino em obras do século XVI do Brasil Colonial bem como das xilogravuras confeccionadas e/ou organizadas nestas mesmas obras, pois entendemos que esta análise e as “desconstruções” destas representações servem de parâmetro e subsídio para a compreensão da evolução das concepções de sexualidade e a institucionalização do conhecimento sexual no Brasil. A presente pesquisa, de cunho histórico e documental, remeteu-se a fontes primárias, constituídas por quatro crônicas do século XVI: Americae Tertia Pars, de Theodore de Bry, Viagem à Terra Brasil, de Jean Léry, Duas viagens ao Brasil, de Hans Staden e As singularidades da França Antártica, de André Thevet. Os procedimentos metodológicos consistiram na localização, seleção e análise dos dados e informações contidas no material textual e xilográfico. Desta forma, a técnica de análise empregada nesta pesquisa foi a Análise do Discurso, de Michel Foucault, apoiada na ideia de Desconstrução, de Jacques Derrida, que nos orientaram a caracterizar o modo pelo qual as crônicas podem ser lidas e explicitadas em suas contradições e irredutibilidades e, nos permitiram mapear o imaginário corporal presente no além mar do século XVI / This educational research is part of a larger integrated project that aims to retrieve, organize and systematize data that support the study of historiography of Sexual Education in Brazil. In this study, we intend to analyze the representations of the female body in works of the sixteenth century of colonial Brazil as well as woodcuts made and/or organized in the same works, because we believe that this analysis and this “descontructions” of these representations serve as parameter and subsidy for understating the evolution about the conceptions of sexuality and institutionalization of sexual knowledge in Brazil. This research, of historical and documentary character, refers to primary sources, consisting of four works of the sinteenth century: “Americae Tartia Pars”, by Theodore de Bry, “Viagem à Terra Brasil”, by Jean Léry, “Duas viagens ao Brasil”, by Hans Staden and “As singularidades da França Antártica”, by André Thevet. The methodological instructions are based in their localization, selection and analyses of data and information present in the textual material and in the woodcuts. This way, the technique used in this research was the Discourse Analysis, by Michel Foucault, based on Deconstruction, by Jacques Derrida, who guided us to characterize the way in which chronicles can be read and explained in its contradictions and irreducibility, allowing us to map the imagery present in the body beyond the sixteenth century

published_or_final_version / Literary and Cultural Studies / Master / Master of Arts