This research transfigures in the field of “ postcolony ” (Achille Mbembe, 2001) ; an imperial situation that occurs in countries that were once destroyed by the ancient colonization and that keep its traces and bear its heritage. The novels of our study are as follows : Balbala (2002) by Abdourahman A. Waberi, Le bourreau (2004) by Séverin Cécile Abega, La grande mêlée (2011) by Michel Tremblay and Mãn (2013) by Kim Thúy. Indeed, we compare and would like to know why and how Africa, Canada and Vietnam may have a postcolony haloed by neo-colonialism. In addressing this issue, all the novels of our study converge to say that Colonizers succeeded to turn the suns of independence and decolonization into murderous suns, the vicious peppers into harmless flowers so as not to oppose the direction of the colonial fibres and transfer colonization to postcolony. Therefore, the fight remains perpetual between the postcolonial darkness and the anti-postcolonial light / Cette recherche transparaît dans « la postcolonie » (Achille Mbembe, 2001) ; une situation d’ordre impérial qui se vit dans les pays ravagés par l’ancienne colonisation, et qui gardent son héritage et portent ses traces. Voici les romans de notre étude : Balbala (2002) d’Abdourahman A. Waberi, Le bourreau (2004) de Séverin Cécile Abega, La grande mêlée (2011) de Michel Tremblay et Mãn (2013) de Kim Thúy. En effet, nous comparons et voulons savoir pourquoi et comment l’Afrique, le Canada et le Vietnam enfilent la postcolonie auréolée par le néo-colonialisme. Abordant cette problématique, tous les romans à l’étude convergent pour dire que les colonisateurs ont réussi à réifier les soleils des indépendances et de décolonisation en soleils assassins, les piments vicieux en fleurs inoffensives afin de ne pas contredire le sens des fibres coloniales et transférer la colonisation à la postcolonie. Dès lors, le combat reste donc perpétuel entre l’ombre postcoloniale et la lumière anti-postcoloniale / French Studies / M.A. (French)

This study examines the return of Japanese Americans to Portland, Oregon, following their mass incarceration by the United States Federal government between 1942 and 1945. This essay examines the motivations of both returning Japanese Americans and various groups within the white community with equal focus in the hopes of writing a history that provides agency to both groups. The return of Japanese Americans to Portland was an event with broader implications than a mere chapter in the history of Japanese Americans. The rise of the Japanese Exclusion League and other groups interested in preventing the return of Japanese Americans to Oregon had their roots partly in the Oregon progressive coalition of the 1930s known as the Oregon Commonwealth Federation (OCF). Unified behind the cause of public ownership of electricity distribution, racially exclusive progressives such as Oregon Governor Walter M. Pierce and civil rights progressives such as American Civil Liberties Union lawyer Gus J. Solomon sought to protect Oregon's producer class of farmers and workers from exploitation by Portland business interests. After the dissolution of the OCF in 1940 and the attack on Pearl Harbor, the two progressive factions took opposite sides on the issues of the rights of Japanese Americans. In 1945, anti-Japanese organizers across the state, including Pierce, American Legion officials, and Portland politicians called for the permanent exclusion of Japanese Americans. The racist rhetoric of these organizers drew the ire of the Portland Council of Churches, civic leaders, and War Relocation Authority officials, who formed the Portland Citizens Committee to Aid Relocation, the main white group to help returners find housing and employment. Their arguments for tolerance depended heavily on the story of Japanese American military service during World War II. Responding to the shape of debates within the white community, returning Japanese Americans community leaders, especially Toshi Kuge and George Azumano of the Portland Japanese American Citizen's League (JACL), used the rhetoric of military service to demonstrate their Americanness after World War II. The rhetoric of valorous military service provided the ideological center of both remerging Japanese American leadership organizations and connections between the Nikkei community and white civic leaders. After the reestablishment of Japanese American community organizations in Portland, Issei leaders lead a successful fundraising campaign to support a legal challenge to overturn the Oregon Alien Land Law and fund the Portland JACL. Subsequently, between 1946 and 1948, the Portland JACL served as liaisons between the Japanese American community and the white Portlanders interested in overturning laws that challenged Issei social and economic rights. Despite their efforts, Japanese Americans in the early postwar period, along with other Portland minority groups,faced significant discrimination in housing options, employment, and even blood supply. Their experience demonstrates both the power and limitations of arguments for racial tolerance in the early postwar period.

This thesis explores the British Commonwealth experience of occupation in Japan from 1945-1952. It draws on official and private records from the four participating British Commonwealth countries ??? Australia, Britain, India and New Zealand- to examine the complex relationship that developed between the occupying troops and the occupied Japanese population in the period between the cessation of hostilities and the formal ratification of a Peace Treaty. The thesis begins with an analysis of the preconceptions British Commonwealth troops brought with them to Japan, to establish the context for their cross-cultural encounter with Japan and the Japanese people. An understanding of the historical background enables the impressions formed by BCOF troops during the occupation to be presented not as random observations, but as part of a tradition of contact and cultural critique. The British Commonwealth experience in Japan was shaped by a number of external factors. Delays in moving to Japan weakened media and public interest in the force, eroded morale and precipitated a ???foreign force??? mentality. Once in Japan, the dominant US presence, the subordinate status of BCOF and the shortcomings of the isolated, rural area allocated to the force were a source of disappointment and frustration. But the difficulties attending British Commonwealth involvement in the occupation should not obscure the simultaneous development of a significant cultural encounter. The circumstances of the occupation created a particular dynamic between BCOF troops and Japanese civilians. The responsibilities and obligations that SCAP conferred on the British Commonwealth force invested BCOF personnel with authority over the Japanese. The disparity in power was reinforced by participation in occupation tasks that confirmed their status as occupiers. The occupation relationship was heavily influenced by the nature of personal interactions established between BCOF personnel and the Japanese people. Service in Japan provided opportunities for troops to reassess their views of the Japanese in the light of personal experience. For some, the cultural differences they observed only reinforced their sense of the ???otherness??? of the Japanese. For many others, the occupation provided a bridge between war and peace, as contact with Japanese people eased the intense hatreds generated during the war. For most British Commonwealth personnel, service with BCOF impacted in some way on the beliefs they held about Japan and the Japanese.

Typescript (photocopy) Includes bibliographical references (leaves.

The formation of the Liberal Party of Australia in the mid-1940s heralded a new effort to stem the tide of government regulation that had grown with Labor Party rule in the latter years of World War II and immediately after. It was not until 1949 that the party gained office at Federal level, beginning what was to be a record unbroken term of 23 years, but its efforts faltered at State level in Victoria, where the party was divided, and in New South Wales, where Labor was seemingly entrenched. The fortunes were reversed with the rise to leadership of men who bore a different stamp to their predecessors, and were in many ways atypical Liberals: Henry Bolte in Victoria and Robin Askin in New South Wales. Bolte, a farmer, and Askin, a bank officer, had served as non-commissioned officers in World War II and rose to lead parties whose members who had served in the war were predominantly of the officer class. In each case, their man management skills put an end to division and destabilisation in their parties, and they went on to serve record terms as Liberal leaders in their respective States, Bolte 1955-72 and Askin 1965-75. Neither was ever challenged in their leadership and each chose the time and nature of his departure from politics, a rarity among Australian political leaders. Their careers are traced here in the context of the Liberal revival and the heightened expectations of the post-war years when the Liberal Party reached an ascendancy, governing for a brief time in 1969-70 in all Australian States as well as the Commonwealth. Their leadership is also examined in the broader context of leadership in the Liberal Party, and also in the ways in which the new party sought to engage with and appeal to a wider range of voters than had traditionally been attracted to the non-Labor parties.

In 1974 the Australian Government decided that from 1975 all education on its Territory of Christmas Island, Indian Ocean, would be integrated into a single service. It further decided that all schools would be staffed by Australian teachers from its recent1y established Commonwealth Teaching Service and would implement a curriculum closely reflecting those on the Australian mainland. These were decisive shifts from the previous system of separating the 'Asian' education system from the 'European' (Australian) system. This thesis sets out to find the reasons for these decisions and the expectations, or objectives, of those who made them. The changes to education had many Impacts on the Christmas Island community - both intended or unintended. These impacts are used to assist in evaluations of the policy objectives. The thesis uses the methodology of public policy analysis to examine the links between the government's education policy and its other broader policies regarding the Island. It thus examines operational decisions in the context of strategic considerations. The mid 1970s saw rapid changes in many Australian Government policies. Its new Christmas Island policies were responses to a range of complex, interrelated problems which emerged in the early 1970s - only 15 years after it assumed sovereignty. At the centre of these policy responses was Resettlement. The government's education decisions are examined in the light of the objectives and implications of its Resettlement policy as well as other inputs to the policy problem.

La monarchia britannica – soprattutto quando viene considerata nella sua evo-luzione istituzionale contemporanea – rappresenta un oggetto di studio poco affermato sia in Italia sia, sorprendentemente, nei paesi di stampo anglosassone;il presente studio si pone l'obiettivo di analizzare la figura di Elizabeth II dal punto di vista dello svolgimento dell’attività di rappresentanza all’estero e nei paesi membri del Commonwealth durante il primo ventennio del suo lunghissimo regno. L’attività pubblica della Regina – i viaggi e le visite che compie e riceve ogni anno all’estero su suggerimento del Governo e con l’aiuto organizzativo del Foreign Office e nei paesi del Commonwealth su invito dei paesi stessi – rappresenta, infatti, una lente di ingrandimento particolarmente significativa e mai utilizzata prima per l’analisi della Monarchia. / This research project wants to give a meaningful account of the role of the Queen in the foreign policy from the beginning of Her Majesty's reign in 1952 to 1972 (date of the United Kingdom's entry in the European Community). The shape of the Monarchy has often been outlined describing Her Majesty's biographical events, but in this way a research following an institutional point of view has always been left out. Instead, this type of research could enable to understand with more clarity the real contribution of the Crown in the British constitutional system. The necessity to investigate the role of the Queen does not come only from the absence of adequate and comprehensive studies about it, but derives from the belief that Elizabeth II — despite her full respect of the constitutional practices — had effectively guided Her realms through those difficult years which have seen the dismantlement of the Empire, the birth of the New Commonwealth, the tortuous path towards the European integration and the terrible and dangerous tensions caused by the Cold War. The role of Her Majesty as Head of State and as Head of the Commonwealth, as well the tenacious practice of the three fundamental rights enunciated by Bagehot — the right to be consulted, the right to encourage, the right to warn —, make this research more than motivated. Moreover, the particular attention dedicated to the trips and the visits of the Queen shows that these moments have more than a symbolical value in the international relations. As the nature of this project is purely innovative, this research has been carried out using mainly archives sources.

The goal of this thesis is to analyze the philosophy and pedagogy of an almost forgotten figure in Saskatchewan history, whose work has had a lasting impact on the theory and practice of adult education. Watson Thomson, who was appointed as director of the Adult Education Division (AED) by the newly elected CCF government of Tommy Douglas in 1944, initiated an ambitious program designed to animate the citizenry of Saskatchewan, bring a variety of educational services to the common person, and develop co-operative and community enterprises throughout the province. Thomsons work is significant for a number of reasons. First, I compare and contrast it with the pedagogy of Brazilian educator, Paulo Freire. Second, I show that it was influenced by the humanistic philosophy of Personalism, especially that of Emmanuel Mounier. Third, and perhaps most importantly, Watsons philosophy embodies insights from the depth psychology of Alfred Adler enabling him to advocate a distinctive, dialogical pedagogy. Fourth, his influence as director of the AED was considerable as can be gauged from the fact that within one year of its formation, the division had organized over 500 study-action groups and more than 100 cooperative enterprises. Fifth, Watsons educational achievements are important not only for historical reasons but as a model for the development of social economy enterprises today, as evidence from a recent UNESCO report shows. The thesis uses an interdisciplinary approach of intellectual biography, historical documentation, and philosophical and psychological analysis in order to establish a comprehensive account of the theory and practice of this important figure.

The goal of this thesis is to analyze the philosophy and pedagogy of an almost forgotten figure in Saskatchewan history, whose work has had a lasting impact on the theory and practice of adult education. Watson Thomson, who was appointed as director of the Adult Education Division (AED) by the newly elected CCF government of Tommy Douglas in 1944, initiated an ambitious program designed to animate the citizenry of Saskatchewan, bring a variety of educational services to the common person, and develop co-operative and community enterprises throughout the province. Thomsons work is significant for a number of reasons. First, I compare and contrast it with the pedagogy of Brazilian educator, Paulo Freire. Second, I show that it was influenced by the humanistic philosophy of Personalism, especially that of Emmanuel Mounier. Third, and perhaps most importantly, Watsons philosophy embodies insights from the depth psychology of Alfred Adler enabling him to advocate a distinctive, dialogical pedagogy. Fourth, his influence as director of the AED was considerable as can be gauged from the fact that within one year of its formation, the division had organized over 500 study-action groups and more than 100 cooperative enterprises. Fifth, Watsons educational achievements are important not only for historical reasons but as a model for the development of social economy enterprises today, as evidence from a recent UNESCO report shows. The thesis uses an interdisciplinary approach of intellectual biography, historical documentation, and philosophical and psychological analysis in order to establish a comprehensive account of the theory and practice of this important figure.

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