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Iskwekwak--Kah' Ki Yaw Ni Wahkomakanak : neither Indian princesses nor squaw drudgesAcoose, Janice 07 November 2006
This thesis works towards deconstructing stereotypical images of Indigenous women that frequent the pages of popular literature. It calls attention to the ideological foundation of Euro-Canadian literature, which is informed by a White-christian-patriarchy. That literature, as an institution of the Euro-Canadian nation, propagates images of Indigenous women as Indian princesses, squaw drudges, suffering helpless victims, tawny temptresses, and loose squaws. Consequently, Euro-Canadian literature imprisons us in images that foster both racist and sexist stereotypes and that encourage violence against us. Margaret Laurence's short story "The Loons" and William Patrick Kinsella's "Linda Star" provide illuminating examples of some of those images. While these writers do not represent all non-Indigenous people who write about Indigenous women, both of these writers are extremely popular Canadian writers whose stories are often read in elementary schools, high schools, and universities. At the centre of this thesis is Maria Campbell's semi-autobiographical <u>Halfbreed</u>. Campbell's Halfbreed significantly challenges Euro-Canadian literature's White-christian-patriarchal ideology by contextualizing the narrative in an Indigenous-gynocratic ideology. Her book destabilized White-Euro-Canadian liberals' complacency when, as an indigenous woman, Campbell named Euro-Canadians oppressors and identified Euro-Canadian power structures that illegally, unjustly, and intolerably imposed on her people's way of life. This thesis concludes that Campbell's <u>Halfbreed</u> encouraged many Indigenous people to appropriate the White-Euro-Canadian colonizer's English language to write ourselves out of oppression by re-claiming our self--which is ideologically rooted in autochthonous and gynocratic cultures.
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Iskwekwak--Kah' Ki Yaw Ni Wahkomakanak : neither Indian princesses nor squaw drudgesAcoose, Janice 07 November 2006 (has links)
This thesis works towards deconstructing stereotypical images of Indigenous women that frequent the pages of popular literature. It calls attention to the ideological foundation of Euro-Canadian literature, which is informed by a White-christian-patriarchy. That literature, as an institution of the Euro-Canadian nation, propagates images of Indigenous women as Indian princesses, squaw drudges, suffering helpless victims, tawny temptresses, and loose squaws. Consequently, Euro-Canadian literature imprisons us in images that foster both racist and sexist stereotypes and that encourage violence against us. Margaret Laurence's short story "The Loons" and William Patrick Kinsella's "Linda Star" provide illuminating examples of some of those images. While these writers do not represent all non-Indigenous people who write about Indigenous women, both of these writers are extremely popular Canadian writers whose stories are often read in elementary schools, high schools, and universities. At the centre of this thesis is Maria Campbell's semi-autobiographical <u>Halfbreed</u>. Campbell's Halfbreed significantly challenges Euro-Canadian literature's White-christian-patriarchal ideology by contextualizing the narrative in an Indigenous-gynocratic ideology. Her book destabilized White-Euro-Canadian liberals' complacency when, as an indigenous woman, Campbell named Euro-Canadians oppressors and identified Euro-Canadian power structures that illegally, unjustly, and intolerably imposed on her people's way of life. This thesis concludes that Campbell's <u>Halfbreed</u> encouraged many Indigenous people to appropriate the White-Euro-Canadian colonizer's English language to write ourselves out of oppression by re-claiming our self--which is ideologically rooted in autochthonous and gynocratic cultures.
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Iskwekwak--Kah' Ki Yaw Ni Wahkomakanak : neither Indian princesses nor squaw drudges1992 September 1900 (has links)
This thesis works towards deconstructing stereotypical images of Indigenous women that frequent the pages of popular literature. It calls attention to the ideological foundation of Euro-Canadian literature, which is informed by a White-christian-patriarchy. That literature, as an institution of the Euro-Canadian nation, propagates images of Indigenous women as Indian princesses, squaw drudges, suffering helpless victims, tawny temptresses, and loose squaws. Consequently, Euro-Canadian literature imprisons us in images that foster both racist and sexist stereotypes and that encourage violence against us. Margaret Laurence's short story "The Loons" and William Patrick Kinsella's "Linda Star" provide illuminating examples of some of those images. While these writers do not represent all non-Indigenous people who write about Indigenous women, both of these writers are extremely popular Canadian writers whose stories are often read in elementary schools, high schools, and universities. At the centre of this thesis is Maria Campbell's semi-autobiographical Halfbreed. Campbell's Halfbreed significantly challenges Euro-Canadian literature's White-christian-patriarchal ideology by contextualizing the narrative in an Indigenous-gynocratic ideology. Her book destabilized White-Euro-Canadian liberals' complacency when, as an indigenous woman, Campbell named Euro-Canadians oppressors and identified Euro-Canadian power structures that illegally, unjustly, and intolerably imposed on her people's way of life. This thesis concludes that Campbell's Halfbreed encouraged many Indigenous people to appropriate the White-Euro-Canadian colonizer's English language to write ourselves out of oppression by re-claiming our self--which is ideologically rooted in autochthonous and gynocratic cultures.
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Äventyrets tid den sociala äventyrsromanen i Sverige 1841-1859 /Öhman, Anders, January 1900 (has links)
Thesis (doctoral)--Universitetet i Umeå, 1990. / Extra t.p. with thesis statement inserted. Abstract and summary in English. Includes bibliographical references (p. 236-239) and index.
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Investigating popular writing : the theory and the practiceSchuster, C R January 1989 (has links)
Bibliography: pages 128-133. / This dissertation attempts to illustrate and analyse the theory and the practice of popular writing in South Africa. Within this study popular writing is seen as an example of innovative educational practice, attempting to establish creative alternatives to traditional, hierarchical knowledge-production. This subject has been chosen for investigation as it is seen as an important integral part of an alternative educational focus, which has come about due to oppositional "popular" pressure questioning and challenging hegemonic control of educational structures. The first part of the dissertation constitutes an analysis of the theoretical debate characterising popular writing in South Africa. It attempts to highlight the problems and tensions inherent in the defined purpose of popular writing, as well as investigate the realisable potential of that purpose. The second part of the dissertation focusses on the practice of popular writing. The INTERNATIONAL LABOUR RESEARCH AND INFORMATION GROUP has been chosen as an illuminative case study of popular writing practice. An attempt is made within this section at a fusion between theory and practice evidencing both tensions and points of agreement. The conclusion highlights the problematic nature of this research as it essentially focusses on "work-in-progress" and therefore constitutes too static a framework for realistic, up-to-date analysis. The need for further research is emphasised, focussing especially on the most important and most complex element in popular writing: the readership.
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Irony, ideology, and resistance : the amazing double life of Harlequin Presents /Downey, Kristin. Szeman, Imre, January 1900 (has links)
Thesis (Ph.D.)--McMaster University, 2005. / Supervisor: Imre Szeman. Includes bibliographical references (leaves 207-214). Also available via World Wide Web.
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Literature and the masses in China at the time of the MayFourth Movement白雲開, Pak, Wan-hoi, Anthony. January 1988 (has links)
published_or_final_version / Chinese / Master / Master of Philosophy
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La gravure dans les brochures illustrées de la Renaissance anglaise, 1535-1640Davies, Marie-Hélène. January 1979 (has links)
Thesis (doctoral)--Université de Paris IV, 1976. / Includes bibliographical references (p. 11-88 (2nd group)) and index.
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Ghost, Animal, Android: Trauma, Posthuman Ethics, and Radical Vulnerability in American Literature, 1940-2010Vinci, Tony M. 01 May 2014 (has links)
Ghost, Animal, Android: Trauma, Posthuman Ethics, and Radical Vulnerability in American Literature, 1940-2010 The dissertation argues that the literary topoi of the ghost, animal, and android function as ethical categories offering access to traces of trauma that operate beyond the boundaries of the human. The study revises the traditional argument that the literatures of trauma work to heal the victims of personal and cultural catastrophes by emphasizing work by William Faulkner, Toni Morrison, William Heyen, and Philip K. Dick that resists an oversimplified notion of healing and instead experiments with nonhuman models of subjectivity as means through which to manage open wounds. Able to register traumatic events at the very edge of understanding, canonical and popular depictions of the ghost, animal, and android disturb readers into an ethics of radical vulnerability, encouraging them to cross subjective and cultural thresholds and become vulnerable to the present but elusive pain of others.
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The Mystery in the Old Schoolhouse: Why Children's Book Series Have Been Wrongly Excluded from the ClassroomSczerbinski, Jennifer Lyn January 2004 (has links)
Thesis advisor: Susan Michalczyk / Children's series books have historically been frowned upon by educators and librarians alike. Due to this, thousands of the books have been disregarded as the equivalent of ‘trashy' literature for children, and have thus been excluded from the classroom. How has this scorn gained credence? Are series legitimate reading material for children? This paper explores the history and the beneficial uses of children's series books in the classroom. Series books aid in the teaching of reading and provide a forum for children to gain literary confidence. They also assist in the learning of other languages and are instrumental in reading intervention situations. Specifically, this paper considers the literary aspects, practical applications, and criticism directed at the Nancy Drew and Harry Potter series. Examined closely, series prove to be highly educational and indispensable to the formation of lifelong readers. / Thesis (BA) — Boston College, 2004. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: English. / Discipline: College Honors Program.
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