The Path of Good Citizenship illuminates the role of public schools in attempts by white Americans to organize republican citizenship and labor along lines of race and ethnicity during a time of anxiety over immigration and the emergence of the U.S. as a global power. By considering U.S. schools as both national and imperial institutions, it presupposes that the formal education of children served as multilayered exchanges of power through which myriad actors constructed, debated, and contested parameters of citizenship and visions of belonging in the United States. Using the discursive narratives of American exceptionalism, scientific racialism, and patriotism, authors of school curricula imagined a uniform Americanness rooted in Anglo‐Saxon institutions and racial character. Schools not only became mechanisms of the U.S. imperial state in order to control belonging and access supposedly afforded by citizenship, but simultaneously created opportunities for foreigners and “foreigners within” to shape their own relationships with the nation. Ideological attempts to construct a nation that excluded and included on the basis of race and foreignness had very real implications. Using comparative case studies of Atlanta’s African‐Americans, San Francisco’s Japanese, and New York’s European immigrants, this dissertation shows how policies of segregation, exclusion, and Americanization both complicated and sustained designs for a national body of citizens and workers. Schools trained many of these students for citizenship that included subordinate labor roles, limited social mobility, and marginalized national identity rooted in racial difference. These localized analysis reveal the contested power dynamics that involved challenges from immigrant and non‐white communities to a racial nationalism that often slotted them into subordinate economic and social categories. Taken together, curricula and policy reveal schools to be integral to the mutually sustaining projects of nation‐building and empire‐building.

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Introduction: This paper will analyse Iran’s security situation through the theory of Neorealism as espoused by Kenneth Waltz. In the following study we will apply this theory to the modern international context of the nation state of Iran. We will see what Neorealism tells us about the case study, and what the case study tells us about Neorealism. In this study we will operate on, and further investigate/test, the following structural realist presumptions relevance to the case at hand (Iran's international politial environment): A state of anarchy in the international system. That the principle of rational action in this state system is 'self help'. That the most important way in which states must help themselves is the provision of security. Methodology: How will we apply this Theory? We will begin by attempting to explore an Iranian perspective on the international system, through the study of Iranian history in the international system. We will also explore the modern context in which Iran (presumably) implements this perspective, by breaking down Iran’s modern relations with actors of particular security significance. In doing so, we are attempting to measure the extent to which Iran's experience of the international system resembles the attributes of the system outlined in Waltzian Neorealism, and to investigate how and to what extent this generates insight into understanding the modern dimensions of the Iranian security situation in its international context.

Empress Dowager Cixi is one of the most widely recognized leaders of late Qing China, and she has been the major subject of numerous non-fiction and academic publications in Europe and North America. This, however, does not mean that Western knowledge on Cixi is strong. Although certain books, particularly those written by Cixi’s closest associates, do provide valuable information describing who she was, most of these books, along with many others, also contain fabricated claims about her as well. As a result, falsities have become heavily intertwined with factual records of Cixi in Western publications. This thesis attempts to re-examine these Western works in order to reach a correct understanding of Cixi’s life. In particular, this study demonstrates how a few major ideological trends, such as imperialism, Orientalism, sexism, and feminism, have influenced Western publications on Cixi and brought either bias or insights into the literature on her. / Graduate / 0332 / 0578 / 0582 / dchen@uvic.ca

This thesis provides a theoretical and historical examination of the production of contested colonial-geographical knowledge. Following a critical examination of recent 'contextual' histories of geography, it is proposed that treating geographical knowledge as colonial discourse is a more fruitful line of inquiry, and the emergence of post-colonial and colonial discourse theory is discussed. This leads on to a consideration of post-structuralist theories of textuality, discourse, and reading, as the preliminary to an analysis of the archive of the regular published knowledge of the Royal Geographical Society from 1831 to 1873. The racialised representation of non-European societies and subjects denies to them any status as active subjects of knowledge or history. It is found that the sanctioned geographical knowledge produced by the R.G.S. in the mid-nineteenth century depends for its identity on the construction of certain geographical knowledges, meanings, and practices as improper and inadequate. It is argued that the writing of geographical discovery thus involved the discursive dispossession of non-European societies of authority over geographical knowledge and territory.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 108-112).

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 245-261) Also available in print.

Thesis (Ph. D)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 182-196).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed May 4, 2009). PDF text: ix, 274 p. ; 4 Mb. Includes bibliographical references.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (School of Communication) / Simon Fraser University. Title from title screen (viewed on January 8, 2008).