Thesis (Ph.D.)--Indiana University, Dept. of History, 2008. / Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: John Hanson.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in History." Includes bibliographical references (p. 192-201).

One of the most obtrusive features of Yoruba studies has been its clear pattern of regional preferences and biases in its scholarship. This pattern is reflected in the present concentration of studies on the southwest, the northwest, the central subgroups of Ife, Owo, Ijesha, Egba, Ijebu, Oyo, and Ilorin on one hand, and the paucity of works on the northeast and southeast subgroups of the O-okun Yoruba, the Igbomina, the Ikale and the Ilaje on the other. There is no other subgroup where this particularistic trend in Yoruba studies and especially, art historiography can better be observed than with the scholarly neglect of the O-okun peoples, the most northeasterly of the Yoruba subgroups. An important goal of this thesis is to foreground the multi-culturalistic tendencies among the Yoruba and underscore the necessity to provide comparable scholarly attention to neglected subgroups, the O-okun peoples in particular.

This dissertation considers the social memories of Maltese-origin pieds-noirs, or former colonists of Algeria. Over half of the French colonists of Algeria came to the colony from Spain, Italy, or Malta, among other European countries, during the nineteenth century. Naturalized as French citizens, they "returned" primarily to France at Algerian decolonization in 1962. As "liminal colonists," interstitially situated between colonized and colonist, the Maltese were subject to considerable discrimination in the colony, a discrimination which has had lasting repercussions and which is revealed in the Maltese social memory today. This project was based on nineteen months of ethnographic research conducted among elderly pieds-noirs of Maltese origin, now living in southern France, and archival research on colonial Algerian history. From these two distinct methods, I developed two versions of the Maltese experiences in colonial Algeria: that recorded in archival sources, and that reported in conversations about the past. These two versions of the past were then contrasted and compared. Through this method, I have uncovered what I call "domains" in Maltese social memory. These include the carefully silenced domain of the French-Algerian war; the ambivalent and compound domain concerning family histories and assimilation to French culture, often summarized through the employment of a version of the melting-pot metaphor; the nostalgic iteration of the colonial past; and the related and open-ended domain of memories of difficult or painful encounters with the Metropolitan French.

This dissertation is an historical look at the politics of language of the Pulaar in Mauritania, West Africa. An overview of the linguistic characteristics of Pulaar and the cultural geography of the Pulaar is provided. Historically, the Pulaar have had to face racist attacks of violence upon themselves, their property and their language, in the context of French colonialism and the subsequent Moor-led regimes, including French-only and then Arabic-only language policies, and the alienating linguistic ideologies that accompany them. The Pulaar language only recently is in the written form, and grass-roots language development efforts began with underground rural literacy campaigns, led by the clandestine political group, the MND. Over time, these and other Pulaar language development efforts have faced fierce opposition from the regime. There was also the sabotage strategy of the regime attempting to coopt the grass-roots movement, under-fund it, and then dismantle it, declaring it a failure. Nevertheless, Pulaar continues to have primary functional value in the domestic realm of Halpulaar'en and in the Pulaar community. This can be seen as an everyday form of resistance, given the difficult circumstances. The strategies the Pulaar use to survive and thrive in this context may provide insight for other ethnolinguistic minority groups in post-colonial contexts. The dissertation offers a detailed explanation of the methodological process for the micro-level research in the Pulaar town of Boghe, Mauritania. This process includes household interviews, informal key informant interviews, participant observation and data analysis. Key concepts are defined, variables are explained, and a basic description of Koranic schooling and the French system of education is provided. Information about the demographics and the language, literacy and education levels of the 238 people from the ten households interviewed is presented in the form of a descriptive analysis. Their reported levels of oral proficiency in Pulaar, Arabic and French provide insight into their language attitudes. An analysis of the highest level they achieved in school, compared by school-age groups and gender, offers insight into their access to schooling over time. A multilingual glossary, a list of acronyms and the household questionnaires are included for the readers' convenience.

From the 1920s Britain started formulating educational policies for its African colonies as part of the overall imperial policy, and in response to African agitation for higher education. In 1937, the publication of the De la Warr Commission Report set in motion a long drawn-out process of establishing the federal University of East Africa. Subsequently, territorial and inter-territorial tensions regarding the nature and function of the envisaged regional University emerged and continued up to independence. After independence, the spirit of nationalism and the divergent policies followed by East African nation-states exacerbated the tensions regarding the anticipated University. When the University was inaugurated in June 1963, these tensions made it inevitable that the University would split. In a sense, the University of East Africa was a stillborn entity. This study explores the tensions within the history of the University of East Africa with the view to establishing why it was established and why it disintegrated in 1970. The study analyzes these tensions at four levels: (i) the tensions which emerged between the British authorities and East African constituencies when the idea of a regional University was conceived during the colonial period; (ii) the tensions obtaining between the British government and its Governors and Directors of Education in East Africa during the 1920s and 1930s; (iii) inter-territorial tensions in East Africa before and after independence; and (iv) sustained tensions within each territory.

This paper examines the question of when economic sanctions will be effectively instituted by states by looking at the role of the multinational corporation in the sanctioning process. Although governments have resources at their disposal with which to enforce their policies, the amount of resources that they are willing to devote to this enforcement are a function of their own cost/benefit calculations. They are also influenced by their predictions of the level of compliance of their private firms that conduct business in the target state. A game-theoretic model of the interaction between a sanctioning government and a private firm is offered and used to derive hypotheses on the conditions affecting a government's willingness to expend monitoring costs to enforce a sanctions policy. These hypotheses are then applied to the cases of the South African and Rhodesian oil embargoes.

Thesis (Ph.D.)--Indiana University, Dept. of History, 2008. / Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3277. Adviser: John H. Hanson.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1941. Adviser: Antoinette Burton. Includes bibliographical references (leaves 242-261) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Jean Allman. Includes bibliographical references (leaves 263-282) Available on microfilm from Pro Quest Information and Learning.