This paper studies how the Middle East is represented in four textbooks for the history course for the professional programs in Swedish upper secondary school. By using discourse analysis and the concept of orientalism I investigate presentations of the Middle East. This study finds that in the textbooks the population of the Middle East is often generalized in modern times as Arabic and Muslim, with "the other" being religious people as the outset of the textbooks are not necessarily European and Christian, but rather European (Swedish) and secular. For example, the Ottoman Empire is portrayed as an obstacle to "western" interests and a great enemy to Christian Europe, while later it loses focus after the advent of the secularized Turkish state. Furthermore, the secular state of Israel is included as a part of "the west" and surrounded by its enemies, the Muslim "Arab states". It would appear however, that the further back in history we go, the more nuanced the representation of the Middle East is. For example, up to, and to some extent including, the middle ages the Middle East is not simply considered a material part of "the west" but rather an integral part in its future legal and cultural ideals. On the other hand the textbooks portray Islam and Christianity as wholly "incompatible" ideological enemies, with a clear geographical border passing through the Mediterranean and an emphasis on the Crusades and its peoples as bringers of war and destruction. Also, during the 20th Century it would appear that "western values" are spoken of in the Middle East as something negative.

Orientador: Pedro Paulo Abreu Funari / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T12:57:56Z (GMT). No. of bitstreams: 1 Rodrigues_GabriellaBarbosa_M.pdf: 5062296 bytes, checksum: 6f6b8d5d419368ac1675ac4dc9e3758f (MD5) Previous issue date: 2011 / Resumo: Este trabalho pretende apresentar a história das primeiras pesquisas arqueológicas na região da antiga Palestina, ao investigar o desenvolvimento da disciplina que ficou conhecida como Arqueologia Bíblica. Trata-se de uma discussão sobre as relações entre Arqueologia e política, à luz das diferentes leituras modernas sobre um mesmo passado. Com isso, pretende-se evidenciar como a prática arqueológica na Palestina, praticada inicialmente por europeus, depois também por norte-americanos e, mais tade, por pesquisadores nascidos na região, serviu, ao longo de sua história, para legitimar práticas imperialistas e colonizadoras e construir as relações entre ocidente e oriente, no início do século XIX, por exemplo, ou ainda para legitimar disputas atuais, como os conflitos entre árabes e israelenses / Abstract: This research intends to present the history of the first archaeological excavations in the region of the ancient Palestine following the development of the scientific discipline called Biblical Archaeology. It discuss the relationship between Archaeology and Politics, in the light of different modern views about the same past. Therefore we intend to emphasize how archaeological practice in Palestine - first conducted by europeans, then by americans, and much later by natives - was used, during its hstory, to legitimate, for example, imperialist and colonialist practices and to build the relationship between Western and Eastern in the early XIX century, or contemporary disputes, such as the conflicts between arabs and israelis / Mestrado / Historia Cultural / Mestre em História

The Lonely Planet advises visitors to Granada, Spain to "turn off...into the cobbled alleys of Calderería Vieja or Nueva and in a few steps you've left Europe behind." La Calderería is known for its Arab influences and North African immigrant businesses. A tourist's ability to easily step off one continent and enter another realm demonstrates an imagined border between Europe and the Orient, especially North Africa, that is created by historical narratives, policy discourses and daily practices. The antagonism between an imagined white, Catholic and European Spain vis-à-vis its North African Muslim neighbors is fundamental to the history of the Spanish nation. This East/West divide has recently been recast as Moroccan immigration, inspired by proximity and colonial legacies, since the 1980s has made Moroccan the largest immigrant group by nationality in Spain. Supranational borders, neighborhoods and specific streets participate in an intense debate about cultural difference, based on a complicated mixture of racial, ethnic and religious categories. Concurrently, more regional autonomy within the Spanish state has led Andalusia to reclaim its Islamic heritage, especially in Granada where tourism is important economically. This has dovetailed with gentrification of the Albayzín. Both the appropriation of the Islamic period of Iberian history and the contemporary social exclusion of Moroccan immigrants are realized through Orientalism. In La Calderería, tea, souvenirs, male Moroccan vendors, Western female tourists, pavement, cultural conservation, public space ordinances and police surveillance create a site where public and private space blurs and ‘practical orientalism’ constitutes subjects performing and resisting the identities prescribed to them. / Arts, Faculty of / Geography, Department of / Graduate

Uppsatsen består av en diskursanalys som ur ett postkolonialt perspektiv granskar två läroböcker i historia A kursen för gymnasiet. Metoden som används i arbetet är en diskursanalys som ska försöka granska dikotomiseringar och homogeniseringar som kan finnas i skildringarna i läroböckerna. Uppsatsen tar ansats ur Edwards Saids postkoloniala teori Orientalism. Syftet med uppsatsen är att undersöka hur européer och andra folkgrupper skildras i läroböckerna samt hur dessa skildringar bidrar till generaliseringar och dikotomier av folkgrupper   Resultatet visar att båda böckerna innehåller orientalistiska drag genom homogeniseringar och dikotomiseringar av ett europeiskt ”vi” i västerlandet i motsatsförhållande till Orienten och österlandet. Denna uppdelning mellan öst och väst förekommer särskilt i boken Alla tiders historia Maxi där den blandar olika perspektiv mellan struktur och aktör medan boken Epos Tema är lite mer strukturbaserad och innehåller mindre aktörperspektiv. Båda böckerna skildrar främst ur ett europeiskt perspektiv där skildringen av utomeuropeiska folk och länder sker genom västerländska normer.

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京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19942号 / 人博第794号 / 新制||人||191(附属図書館) / 28||人博||794(吉田南総合図書館) / 33028 / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)教授 前川 玲子, 教授 Hayashi Brian Masaru, 教授 中嶋 節子 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

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Access to nuclear technology and growing concern over the spread of nuclear weapons triggered an international debate in the 1960s that led to the creation of the Nonproliferation Treaty. Ratified in 1970, NPT was designed to prevent the horizontal spread of nuclear weapons and limit destructive uses of nuclear energy. At the same time, it also normalized the arsenals of existing nuclear states and encouraged exchanges of nuclear information, technology, and materials for peaceful purposes. Nonproliferation policy relies on a theory of the development process that identifies a nuclear frontier to locate evidence of nuclear capabilities. Absent from the proliferation model, however, are cases of covert nuclear weapons programs. For almost 50 years, it has been generally accepted that Israel is a nuclear weapon state, yet Israeli officials have never confirmed nor denied the possession of nuclear weapons. Israel has not signed NPT and has not appeared to conduct a nuclear test, in effect absolving the nuclear program's main reactor from international inspections. Uncertainty surrounding the Israeli program stems from a tradition of deliberate secrecy and deception that constitutes a national policy of opacity. This study argues that opacity has armed Israel with the privilege of nuclear immunity, exempting its secret nuclear activity from the standards and regulations imposed on all other nuclear weapon states. To circumvent the barriers built by opacity, a mixture of declassified material, nuclear history and security literature, and postcolonial studies refines the history of Israel's nuclear program. By examining the American-Israeli nuclear relationship, the sources of opacity, and the framework of nonproliferation that sustains an international nuclear regime, Israel's role in the nuclear world becomes visible.

Den här studien syftar till att synliggöra hur representation av etnicitet framställs i läromedel för ämnena svenska och svenska som andraspråk i årskurserna förskoleklass till årskurs tre (F-3). Två frågeställningar har framställts för att besvara syftet och den centrala problemformuleringen. Hur ser representationen av etniciteter ut i text- och bildform för läromedlen i ämnena svenska och svenska som andraspråk? Och vilka likheter och/eller skillnader i representation av etnicitet finns det mellan läromedel för svenska och svenska som andraspråk?   För att besvara studiens forskningsfrågor har tre läromedel i skolämnet svenska, samt tre läromedel i skolämnet svenska som andraspråk, analyserats. Med hjälp av en kvalitativ textanalys har text och bild granskats i samtliga läromedel. Därutöver har en tematisk analys tillämpats som belyser de gemensamma mönster av representation som präglar de sex läromedlen. Med Kress multimodalitetsteori och Saids kritik mot orientalismen som analytiska redskap har bilder och texters framställning av det västerländska och det icke-västerländska analyserats.    Studiens resultat visar att etnicitet representeras olika och i olika stor utsträckning. Vidare visar studien att en exkludering av icke-västerländsk kultur är förekommande i respektive ämnens läromedel. Etnicitet av västerländskt och icke-västerländskt ursprung ställs i kontrast till varandra genomgående i samtliga läromedel för de två ämnena. En skillnad som har upptäckts mellan ämnet svenska och svenska som andraspråk är framställningen av svensk kultur utifrån den tänkta mottagargruppen. Elever som läser svenska som andraspråk möter svenska värderingar i läromedlens förgrund och mer direkt. Svenska värderingar i läromedel för svenskämnet hamnar däremot i bakgrunden och mötet med dessa värderingar blir därmed indirekt. Studiens slutsatser bidrar till en djupare förståelse för hur elever inkluderas eller exkluderas, beroende på sin etnicitet, i de läromedel de tar del av i sin undervisning. På så sätt blir dessa slutsatser av relevans för lärare i klassrummen vid valet och granskningen av läromedel.