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No description available.

The French colonizer from 1912–1956 brought not only the French language to Morocco but also a colonial administration that reinforced divisions between various indigenous social groups. European, Jewish, Muslim, and Berber communities were segregated into separate schools providing different levels of French-language education. As a result, French linguistic dominance and economic opportunity were assured among some groups more thoroughly than others. Acquisition of the French language for European and Jewish communities through advanced educational opportunities at the European lycées and Jewish Alliance Israélite Universelle granted certain higher educational, economic, and administrative privileges within the colonial administration and workforce. Meanwhile, those attending schools created for Muslim and Berber Moroccans where curricula insisted on rudimentary French skills were unable to seek advanced educational or economic opportunity. This research describes the different types of access to the French language that were intended for the diverse European, Jewish, Berber, and Arab speech communities through the various educational institutions created by the French government during the French protectorate in Morocco. Through the application of Bourdieu’s language market theory, this dissertation examines the ways that access became linked to the job market and the attainment of symbolic, economic, and cultural capital. This research offers explanations of how language shift occurred among European and Jews in Morocco and how French continued to confer socioeconomic value long after independence, despite efforts to oust the “colonizer’s language” for all Moroccans. Furthermore, in contradiction to Bourdieu’s language market theory, this research exposes how multiple language markets in Morocco emerged for Muslim and Berber communities as a result of access to different kinds of instruction and how both French and Arabic became legitimate languages with very different social functions. / text

This study addresses the decolonial program of the French party Les Indigènes de la République (PIR). By means of contemporary concepts of Coloniality, Decoloniality and decolonial resistance as theoretical framework and a qualitative content analysis as method for this study thirty articles of PIR authors that have been published from 2016 to 2018 are analysed in regard to the party’s particular understanding of racial inequality in French society, its conception of a decolonial society and its’ strategy for systemic change. The study asserts, how the PIR identifies a continuity of colonial ideology in the form of white universalism and supremacy as the source of racism in contemporary France and how it envisages an alternative, decolonial society based on multiversalism, cultural multiplicity and the refusal of hegemonic attitudes of one identity group towards another. Although the PIR is open for decolonial alliances the analysis shows, that the party insists on a primary non-white identity of its decolonial movement. The research concludes, that practical steps have to be taken in order to reach the PIR’s objective of a decolonial society.

The Algerian War of Independence (1954-1962) has generally not been talked about in France despite having around 2 million Algerians living in France. The memory of the war has been a contested issue in France between the French state's official memory and the Algerian memory. As the topic has been mainly discussed by historians and state officials, this study looks at how the young Algerians living in France obtain and deal with the memory of the Algerian War, by exploring the reinforcement of memories from the past to the present. Issues of remembering, commemorating, and reconciling are examined among the young Algerians in France who did not experience the war directly but feel strongly connected to it in the present day. ​​Placed at the intersection of Peace and Conflict Studies and Memory Studies fields, this qualitative study is based on six interviews and employs thematic analysis of the interview material. The analysis reveals the intergenerational shaping of collective memories and highlights the importance of considering both state-level policies and individual perceptions for achieving reconciliation. The study shows that research on collective memory can contribute to a deeper understanding of the ongoing struggles for recognition and acknowledgement.

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French colonial regimes in West Africa and the Caribbean left the diverse populations fragmented without a central set of cultural values to unify them. The search for identity permeates postcolonial francophone literature with the mother symbol at its center. Coinciding with popular ideologies, the portrayal of motherhood has evolved from the source of ancient roots in traditional African society to the enterprise of the future by cultivating their own mores. By analyzing the mother symbol in a variety of texts from West Africa and the Caribbean and by situating them in their historical and social context, I will assess the role of the mother in the quest for a new identity. The earlier works written by male authors in the l 940s and 1950s tend to associate the mother figure with nostalgia for the native land and tradition, and gave her stereotypical characterizations of femininity such as docility, smothering sentimentality, and dependence. The more contemporary works show mothering outside of the conventional practices, especially the female authors who include a variety of mother figures in their texts in an attempt to dispel repressive definitions. Nevertheless, all of the literary works in the study equate mothering with a prospect of hope.

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No description available.