This dissertation uses storytelling to examine the nature of settler colonial relations (SCRs) in Canada. It examines testimonies about land use in settler Canada from the Royal Commission on Aboriginal Peoples (RCAP). Utilizing a combined Tribal Critical Race Theory (TCRT) and Critical Race Theory (CRT), this study compares testimonies about land use from the perspective of Indigenous peoples and non-Indigenous peoples and asks the question what, if anything, does this comparison tell us about settler Canada? The comparison reveals how settler Canada depends on the liberal racialization of Indigenous peoples’ national identity. To undertake this comparison I narrated the RCAP testimonies into small stories and analyzed their morals, or the point of these stories, using dialogical narrative analysis. The narrated stories laid bare a stark contrast in the way Indigenous peoples spoke of their social relations with the land and the way non-indigenous Canadians spoke of theirs. This study demonstrates how the narrated testimonies from Canadians, or what are referred to as cultural narratives in the language of CRT, are about land use that racialized the national identity of Indigenous peoples through the discourse of the liberal order, whereas the narrated testimonies from Indigenous peoples, considered as counter stories in this study, contradict the cultural narratives and reveal a national identity rooted in language, spirituality, the Creator, and the consequences for Indigenous peoples from settler colonial relations. The narrated counter stories in this study not only contradict the cultural narratives from settlers by describing the consequences of settler colonial relations but they also provide a blueprint in a narrative sense to decolonize land use in contemporary settler Canada. / Dissertation / Doctor of Philosophy (PhD)

This thesis examines the role of democracy in British, French and American visions of global order in the 1940s. It argues that 'democracy' in a global context did not reflect 'Wilsonian' or 'Cosmopolitan' dreams, nor did it refer to the questions of state representation and institutional accountability that dominate contemporary debates. Instead, it shows that building a 'democratic' global order in the 1940s meant, above all, an attempt to address the challenge of democratic modernity, summarised by Karl Polanyi in 1944 as the search for 'freedom in a complex society', in the new global environment of the mid-century. This challenge was composed of five core concerns, ranging from the protection of the individual from the modern state and the transformation of democratic participation, to the use of expert planning and modern technology to secure economic justice. Achieving a balance between these competing and at times contradictory imperatives was seen as the key to securing a new democratic order that could resist the temptations of nationalism and totalitarianism and secure peace. Crucially, it was only through the structures of a new global order that, internationalists argued, there could be any chance of success. The task was not an easy one, and the historical investigation shows how the choices and trade-offs internationalists made in relation to these imperatives entailed costs in terms of inclusivity, participation and even rights within visions of democratic global order. The thesis has both historical and conceptual goals. First, it recovers important ideas about global order that have been largely written out of the history of this period by taking the language of democracy in world order debates seriously and understanding these visions in context. Conceptually, its aim is to contest and transform how we think about global order and democracy in the history of international thought and in the present day. Instead of Cosmopolitan, Wilsonian, liberal or other normative blueprints for a democratic world order, the conclusion argues that we should, following the example of the 1940s, reconceptualise the relationship between global order and democracy today in relation to the persistent dilemmas of democratic modernity. In a global context, these continue to have interlocking domestic and international dimensions and, more importantly, continue to require choices that entail normatively contestable costs in the construction of a democratic global order. Only then, it argues, will it be possible to think about how these shortcomings can be mitigated and whether and what kind of democratic order we want to pursue at all.

Made available in DSpace on 2016-04-29T14:32:22Z (GMT). No. of bitstreams: 1 dissertacao_luciane_martinelli.pdf: 902722 bytes, checksum: 48377661269e95f4790d167b764173a1 (MD5) Previous issue date: 2004-08-13 / This study aims to investigate if the students of High School, from a private school in São Bernardo Campo, atribute restricted significance to the relations arriving before and not arriving before and, in positive case, if the students of the 1 st grade from the same school can have these meanings amplified as a result of a process of didactic intervention. Firstly we applied a diagnosis and the achieved results led to the conclusion that the students of High School atribute restricted significance to the relations mentioned, in the resolution of problems. Secondly, we elaborated, for the students of the 1 st grade, a Didactic Engineering, using as theoretical reference the dialectic object-tool of Douady. Analysing the data we concluded that there was an evolution in the knowledge of the students which was a result of the process of the didactic intervention used in the research / O presente estudo se propôs a investigar se alunos do Ensino Médio, de uma escola da rede particular de São Bernardo do Campo atribuem sentido restrito às relações chegar antes de e não chegar depois de e, em caso positivo, se alunos da 1ª série, da mesma escola, podem ter estes significados ampliados como resultado de um processo de intervenção didática. Primeiramente aplicamos um diagnóstico e os resultados obtidos permitiram concluir que os alunos investigados atribuem significado restrito às relações mencionadas, na resolução de problemas. Em segundo, elaboramos para os alunos da 1ª série, uma Engenharia Didática, utilizando como referencial teórico a dialética ferramenta-objeto, de Douady. Analisando os dados, concluímos que houve uma evolução do conhecimento dos alunos resultante do processo de intervenção didática utilizado na pesquisa